INTRODUCTION AND USE 

OF THE 

GRADED LESSONS 



INTERNATIONAL COURSE 



JUNIOR MANUAL 




n** 13V ^ 4 k 

Book '40v 

fopyrightN _ 



COPYRIGHT DEPOSJTV 



Introduction and Use 

OF THE 

Graded Lessons, 

INTERNATIONAL COURSE 

JUNIOR MANUAL 

PREPARED BY JOSEPHINE L. BALDWIN 




Approved by Committee on Curriculum 
Board of Sunday Schools, Methodist Episcopal Church 

HENRY H. MEYER, EDITOR 



THE METHODIST BOOK CONCERN 

NEW YORK CINCINNATI 






Copyright, 19 15, by 
JOSEPHINE L. BALDWIN 



SEP 14 1915 

©CI.A411477 






CONTENTS 
*£ CHAPTER I 

PAGES 

^ The International Graded Lessons 7 

The First Graded Teacher — Agitation for Graded Lessons 
— Steps Toward a Graded Curriculum — An Epoch-Making 
Conference — Lessons Ready for Use — What the Lessons 
Are. 



CHAPTER II 

Reasons for Having Special Lessons for Juniors 17 

Marked Characteristics — Habit Formation — Reading Age 
— Hero Worship— Attainment of Results — Puzzles — Mem- 
ory — Verbal Expression — Sense of Location — Sequence of 
Time — Reality — Regard for Authority — Limitations — 
Gang Period — Relation to God — Relation to Others — 
Lessons that Meet the Need — A Graded Series. 

CHAPTER III 

The Junior Series of Lessons 29 

Part of a Course of Study — The Beginners' Series — The 
Primary Series — The Junior Series — Life Processes the 
Basis — Reasons for the Selection — Lesson Helps for 
Teacher and Pupil — The First Year Lessons — Memory 
Work — The Correlated Lessons — The Second Year Les- 
sons — Memory Work — The Correlated Lessons — The Third 
Year Lessons — Memory Work — The Correlated Lessons — 
The Fourth Year • Lessons — Memory Work — The Corre- 
lated Lessons — Department Programs — Summary. 

3 



4 CONTENTS 

CHAPTER IV 

PAGES 

Organization for Teaching 53 

Forming the Department — Grading the Department — 
Classifying the Pupils — The Advantage of Small Classes — 
Difficulties That May Arise — Assigning Teachers — The 
Work of the Superintendent — Teachers Fixed in Grades — 
Maintaining a Graded Department — Substitute Teachers 
— Importance of Definite Provision — Workable Plans — A 
Plan Tested — Advantages in Substituting. 

CHAPTER V 
The Work to Be Done 67 

The Aim of the Sunday School — The Junior Opportunity — 
Factors in Religious Education — The Great Factor — The 
Teacher's Work — The Lessons Analyzed — Pupil's Text 
Book — Two Definite Policies — Teachers in Training — 
Department Spirit. 

CHAPTER VI 
Starting the Course in the Department. . . 79 

Lessons Introduced Gradually — Plan for the Average 
School — Promotions Each Year — The Lessons Tested — 
Facing the Task — Perseverance Essential. 

CHAPTER VII 
Conditions and Equipment for Teaching 87 

Separation — Equipment — Necessary Equipment — Books — 
Tables and Class Boxes — Honor Record Requirements — 
Record of Attendance and Offering — Desirable Equipment. 

CHAPTER VIII 
The Teacher and the Lessons 97 

The Teacher — The Lessons Story Lessons — The Teacher 
and the Story— The Teacher's Text Book— The Pupil's 
Book for Work and Study — The Lesson in Class — The 
Teacher in Training — Junior Teacher's Standard. -- 



CONTEXTS 5 

CHAPTER IX 

PAGES 

Importance of the Pupil's Book for Work and Study 109 

Relation of Doing to Learning — Aim in First Year — 
Habits Formed — A Progressive Course — A Stone of 
Stumbling — The Sunday School Coming to Its Own — 
Determination and Perseverance — The Power of Will 
and Example — Incentives — Sympathy, Interest, and As- 
sistance — Trust the Children — Things to Remember. 

CHAPTER X 
Transfers and Promotions 123 

A Standard for Promotion — Rote Memorizing Insufficient 
— The Value and Use of Memory Work — Classifying Mem- 
ory Texts — Memory Hymns — One Requirement for Pro- 
motion — Limitations and Exceptions — An Honor Test. 

CHAPTER XI 
Problems of the Small School 137 

Importance of the Problem — Necessity for Graded In- 
struction — Difficulties in the Way — Solving the Lesson 
Problem — A Temporary Plan — Minimizing Disadvantages 
— Transfers and Promotions. 

CHAPTER XII 

Results to Be Striven for and Expected 151 

The Great Aim — Subordinate Aims — Means to an End — 
Expressional Activities — A Spiritual Crisis — The Consum- 
mation. 

APPENDICES 
Appendix A. Purpose and Aims of the International Graded 

Lessons. 165 

Appendix B. Outline of Junior Graded Lessons for the Four 

Years 171 

Appendix C. Junior Lesson Books, Programs, and Other 
Requisites for Teachers and Pupils, with 
Prices 186 



What the grain fields are to Western Canada, what 
the orange culture and the spineless cactus plantations 
are to California, or the cotton fields to the South, 
that the Curriculum or course of study, the system 
of lessons together with the manner of its manipula- 
tion, is to the Sunday school — the inspiration of its 
life and its activity, the source of its harvest increase, 
the promise of its future greatness. 

Henry H. Meyer. 



CHAPTER I 

THE INTERNATIONAL GRADED 

LESSONS 




JUNIOR TEXT BOOKS FOR TEACHERS AND PUPILS 
Each Pupil's Book for Work and Study contains a picture sheet. The one 
-shown here is that issued with Part 2 of the Fourth Year. The boxes contain 
Stereographs which give pictures of the lesson places for each of the four years. 



CHAPTER I 

The International Graded Lessons 

From the beginning of the Sunday school movement 
and all through the early days when grading was an 
unknown word in Sunday school work, 
Graded Teacher ^ e tea °her of the youngest children held 
a unique position among her fellows. 
All other teachers were wedded to their individual 
classes ; she was wedded to her work. Other teachers 
moved on through the years with one group of pupils. 
She remained in her place and the children passed on. 
These devoted teachers, of a day now happily passed, 
were forced to attempt the impossible in many ways. 
The class given to them often included at one end 
children within the limits of what is now called the 
cradle roll, and at the other end extended up into the 
intermediate years. In addition to unsuitable lessons 
and an ungraded class the "infant class" teacher of the 
olden time frequently had no separate room in which 
to teach and even the smallest children were obliged to 
sit upon chairs or in pews made for the comfort and 
intended for the occupancy of adults. We can but won- 
der that any desirable results were obtained when most 
of what are now understood to be necessary conditions 
for successful teaching and training were lacking. 

9 



io INTRODUCTION AND USE 

It was the teachers of the youngest children who felt 

the most keenly the inadequacy of the lesson system. 

A sense of their almost insuperable prob- 

Graded Lessons lems made them desire to meet together 
for mutual helpfulness, and the fact 
that they were dealing with the same ages of pupils 
year after year made such cooperation possible. Pri- 
mary unions sprang up in different sections and this 
was providential, for it was the Primary Union — local 
and international — that started the movement which 
resulted finally in securing graded lessons. 

The first primary teachers' meeting was organized 
in Newark, N. J., February 19, 1870; the second in 
New York City in 1871, and a union in Philadelphia 
in 1879. In 1884 the National Primary Union was 
organized in Philadelphia and the International Pri- 
mary Union in 1887. This organization, through its 
official organ, "The Bulletin," and by, the circulation 
of leaflets and in correspondence, was able to agitate 
for a better provision for the training of the young 
children under the care of the Church. The desire for 
lessons adapted to the understanding of little children 
grew rapidly and for several years prior to 1902 
there was much dissatisfaction with the uniform 
lesson system. In the aggregate a good deal of ex- 
perimentation was carried on with lessons brought 
out by individual teachers or small groups working 
together. 

In 1902 the primary teachers asked the Interna- 



OF THE GRADED LESSONS n 

tional Convention to give them a two years' course for 
beginners. This was done and the course received 
a warm welcome and was widely used. At the next 
convention, three years later, the primary teachers 
thanked the convention for the beginners' lessons and 
said they would welcome a similar course for the 
primary children. No action was taken on this request 
and the leaders of the International Primary Depart- 
ment felt that the most that could be hoped was that 
the convention of 1908 would permit the extension 
of the course through the primary grades. 

In 1902 the International Primary Department, of 
which Mrs. J. W. Barnes was then the secretary, 
Steps Toward issued an outline of graded supple- 
a Graded mental lessons. They were intended to 

Curriculum supplement the uniform lessons by 

giving a certain amount of information and passages 
for memorization which it was thought that every 
child should know before he reached the age of thir- 
teen. These lessons, used in thousands of schools, 
aroused a desire for lessons selected with the needs 
of the pupils in mind, and at the same time created 
an increased demand for a graded curriculum to take 
the place of the uniform lessons, and of these graded 
supplemental lessons, which w r ere known to be, at 
best, but a makeshift. 

In January, 1908, a conference of publishers, edi- 



12 INTRODUCTION AND USE 

tors, the Lesson Committee, and lesson writers was 
An Epoch- h e ld at the residence of Mr. William M. 

Making Hartshorne, and the outcome of that 

Conference conference was the following resolution : 

"That the need for a graded system of lessons is 
expressed by so many Sunday schools and workers 
that it should be adequately met by the International 
Sunday School Association, and that the Lesson Com- 
mittee should be instructed by the next International 
Convention, to be held at Louisville, Ky., June 18-23, 
1908, to continue the preparation of a thoroughly 
graded course covering the entire range of the Sunday 
school." 

This resolution was presented by the Lesson Com- 
mittee as part of its report at the Convention in Louis- 
ville in June and was unanimously adopted, and thus 
it came to pass that the faint hope of the primary 
teachers in 1905 that the 1908 Convention might 
possibly grant them primary lessons was changed to 
a glorious reality, and the adoption of the resolution 
covering the whole curriculum of the Sunday school 
shamed the feeble faith of three years before. 

A final fact which must be mentioned as vital is that 

for more than two years previous to 1908 a group of 

workers in the Sunday school field had 
Lessons Ready « , , 1 . . « r , 1 

for Use at wor k outlining lessons for the 

nine years of the elementary grades — 

4 to 12 inclusive. The Lesson Committee had been 

in correspondence with this group. The outlines as pre- 



OF THE GRADED LESSONS 13 

pared were submitted to and approved by them with 
slight modifications. In this way it happened that 
the Lesson Committee when presenting the resolution 
to the Louisville Convention knew that they were 
ready to issue the first year with suggested outlines 
for the other years of the beginners', primary, and 
junior, so that they could be prepared for publication 
and issued by the various denominations in time for 
use on the first Sunday of October, 1909. 

When the first year of each series was issued a sug- 
gested outline for the other years was sent out and 
these w r ere made available for use one year at a time. 
The intermediate and senior were later prepared and 
issued in the same way, so that in the comparatively 
short space of eight years the Sunday schools were 
provided with a graded curriculum covering seventeen 
years of the pupil's life. 

The International Graded Course is made up of 
several series, each series intended to meet the spiritual 

needs of a particular group of pupils. 
Lessons Are ^ e purpose of the course as a whole 

is : To meet the spiritual needs of the 
pupil at each stage of his development. The spiritual 
needs, broadly stated, are these : 

1. To know God as he has revealed himself to us 
in his Word, in nature, in the heart of man, and in 
Christ. 

2. To exercise toward God, the Father, and his Son, 



14 INTRODUCTION AND USE 

Jesus Christ our Lord and Saviour, trust, obedience, 
and worship. 

3. To know and do our duty to others. 

4. To know and do our duty to ourselves. 

The lessons are planned for fifty-two weeks in each 
year, and the school year begins on the first Sunday 
in October. While the lessons are not dated, the best 
results are obtained, and the coordination of the whole 
course is made possible, only when the lessons are used 
at the time in the year for which they were prepared. 

For the little children of the beginners' department 
the stories are very simple and are frequently repeated. 
They are arranged under themes such* as "God's Care 
of Life," "God's Gift of the Wind, the Sun, and the 
Rain," "Jesus Teaching to Help," "Children Helping," 
"Friendly Helpers." The themes are all related in 
thought and follow one another in such a way as to 
keep pace ■ with the developing life. A folder is pre- 
pared for each week containing a story to be read to 
the child in the home. 

In the primary, as in the beginners, the lessons are 
arranged under themes without regard to chronologi- 
cal order. Each year's lessons are an advance in grade 
over the year which precedes, not so much in the 
nature of the material as in the truths which the 
lessons teach and in the interest, knowledge, and ex- 
perience of the pupil to whom the appeal is made. A 
folder is prepared for the children in this department, 
which, in the last year, he can read largely for himself. 



OF THE GRADED LESSONS 15 

When the child is nine years old he has reached the 
reading age. Here the course is no longer topical 
and the material is not arranged under themes, for the 
growing historical sense of the pupil makes it neces- 
sary that the chronological order shall be followed. 
Instead of a folder given to the child each week a book 
to be used as a guide in home study is furnished for 
each quarter with a sheet containing pictures for the 
illustration of the lessons. In this, as in the two pre- 
ceding grades, instruction is given through stories. 

In the intermediate period the lessons become bio- 
graphical, since for the first time the chief interest 
of the pupil does not center in the story, but in biog- 
raphy. 

In the senior period life problems are studied in the 
light of the principles in God's Word and ways are 
found of applying these principles to every-day ques- 
tions of the present time. 

Anyone who studies carefully the aims for the 
whole course as given in Appendix A, pages 165-170, 
will see how beautifully the course is developed. It 
is progressive, moving forward systematically with the 
developing life of the pupil. It is pedagogical, because 
constructed on the principles which must underlie all 
true teaching. It is biblical in the highest sense of the 
word, because every lesson brings to the pupil in a 
practical way the great truths found in the Bible. It 
is unified, each part being built upon that which pre- 
cedes and preparing the pupil for the studies which 



16 INTRODUCTION AND USE 

are to follow. It is adapted for use in a school of any 
size, and is perfectly practical. Above all it is evange- 
listic, ministering so effectively to the pupils at all 
times and especially in the great spiritual crisis of life, 
that through the use of this course hundreds and thou- 
sands have been led into conscious relations with the 
Lord Jesus Christ as their Saviour, and have made 
public acknowledgment of their allegiance to" him. 



CHAPTER II 

REASONS FOR HAVING SPECIAL 
LESSONS FOR JUNIORS 



17 




THE CHILDREN WE TEACH 



CHAPTER II 

Reasons for Having Special Lessons for Juniors 

"The supreme aim of the Sunday school is to de- 
velop to the utmost the religious life of every pupil. "* 

In order that this aim may be realized 
Marked - . . . . 111 

Characteristics for Juniors it is necessary that the les- 
sons used shall be prepared for the 
express purpose of developing the religious life of 
these children to the highest degree. They constitute 
a group with marked characteristics, differing widely 
from the primary children, and still more radically 
from those of early adolescents. It is because they 
are so different that they must have lessons selected 
with an understanding of their characteristics and 
needs, if they are to be educated as they should be 
religiously. 

"The development of habits may be said to be the 
aim of all education. The capacity for forming habits 

constitutes educability."t If this is 
Formation true > t e J umor years must present the 

most strategic educational opportunity 
in life, from the point of view of the religious educa- 

*B. S.Winchester. 

t Article on Habit, by J. Clark Murray, Encyclopedia of Religion and Ethics. 

19 



20 INTRODUCTION AND USE 

tor, since during these years a great many life habits 
both of thought and action are fixed. 

The graded lessons are so prepared as to assist the 
pupils to establish the habit of systematic and reverent 
Bible study through the use of the pupil's work book 
as a guide. The requirements outlined in this book 
help also to develop habits of accuracy. 

The interests of juniors are important guide posts 

pointing the road to success in teaching them. At the 

_ ,. time of entering the junior period the 

Reading Age ■ ° 11 

children have learned how to read. 

This opens to them the whole field of literature, and 
they find the most intense delight in reading whatever 
children's stories are accessible. Because of their pas- 
sion for reading they often devour many things not 
intended for them, and others, such as the "comic 
supplements," which are avowedly prepared for chil- 
dren but are pernicious and degrading to morals, lan- 
guage, and artistic sense. In religious training it must 
always be borne in mind that "every new ability creates 
a new responsibility." When the child has learned to 
read it is our duty to introduce him to the Bible, show 
him that it is a great storehouse of the most wonder- 
ful and interesting stories, teach him how to handle it, 
and so guide his training that almost unconsciously he 
will become an habitual Bible reader. The junior 
graded lessons are prepared with this as one of the 
ends in view. 



OF THE GRADED LESSONS *i 

The age of hero worship has its beginning in the 

junior period. The tendency to imitate the heroes of 

„ t . history rather than acquaintances in- 
Hero Worship J _ , f . ^ 

creases from about thirty to eighty per 

cent in the ages eight to twelve. It is in this period 

that most of the great heroes of Bible history, both 

in the Old and New Testaments, some of the Mac- 

cabsean period, and others from the annals of modern 

missions, are given to the boys and girls in lessons 

chosen specially for them by those who knew their 

needs. 

A primary child loves to do things; that is he likes 

to be busy and finds his enjoyment in the activity. He 

will work happily for hours making 
Attainment of - . 1 . , , , * 

Results something which he seems to take an 

equal pleasure in tearing to pieces as 
soon as it is completed. In the junior period this 
interest gradually changes, and the child becomes in- 
terested in attaining some result through his work. 
The pupils' books have been prepared in such a way 
that there is work to be done without which the book 
is not complete. When the writing, picture pasting, 
and map coloring are done the book is finished and 
becomes the child's permanent possession. It is a 
delight to a junior child to own such a book, and to 
be able to show to others the results of his labor. 

The junior child is interested in puzzles. One of 



2? INTRODUCTION AND USE 

the ways in which his power of thought grows most 

rapidly is through this interest which 
Puzzles . r J fe 

makes it possible for him to find pleas- 
ure in ferreting out things for himself. The work 
books are so prepared as to take advantage of this 
interest, and after stimulating curiosity by telling part 
of a story lead the children to wish to read the rest of 
the story and find the answers to puzzling questions by 
themselves. 

Among the intellectual characteristics of juniors are 

five which are outstanding in importance. The first 

of these is memory, which in this 
Memory . . J 

period is both strong and retentive. 

This has been realized for many years as a characteris- 
tic of this age, but formerly the chief advantage taken 
of it was to fill the minds of the children with many 
whole chapters of Scripture, learned often under the 
impelling power of a hoped-for prize, and occasionally 
as a punishment for some misdeed, and generally with 
little or no understanding of the meaning. In these 
lessons prepared specially for juniors, all the Scripture 
and hymns given for memorization either contain 
truths, admonitions, and commands immediately use- 
ful to the child, or give him a vehicle for the expres- 
sion of emotions of praise, thanksgiving, trust, love, 
and adoration, which all children under the proper 
influence feel but have no language to express. 

The child at this period develops an intense interest 



OF THE GRADED LESSONS 23 

in words. He is eager to gain verbal expression, and 

this hunger, together with his growing 
Verbal 
Expression fondness for his gang, leads him to use 

"pig" Latin or to invent some more 

intricate secret code. This interest is used to great 

advantage in the graded lessons in many ways. The 

alphabet invented by James Evans for the Cree Indians 

(see Second Year, Part 4, Lesson 40) never fails to 

arouse the greatest enthusiasm. Their own love for 

new methods of expression leads the juniors to admire 

the man who made a written language for a whole 

tribe. The high purpose which the missionary had in 

view also raises an ideal which leads directly away 

from the low plane of secrecy for selfish and often 

evil ends. 

The sense of location, which makes the study of 

geography possible, dawns in the beginning of the 

junior age and the interest matures be- 

Location ^ ort ^ e en< ^ °^ ^ e P er i°d- We cannot 

in Sunday school teach geography as 
a study, but because it is known that the day school 
gives a sufficient basis, the junior lessons contain a 
full course on the lands of which the lessons treat. A 
child graduating from the junior department having 
had the full course, if he has done the required 
work will have a good general knowledge of every 
Bible land, and of the physical characteristics of Pales- 
tine. 



24 INTRODUCTION AND USE 

The conception of sequence of time is also a junior 

characteristic, as distinguished from the primary age, 

when the child knows little beyond the 
Sequence of i • ^1 r i_ • 

Tiine present day in the sense of being 

able to comprehend what is meant by 
the distant past or future. It is this power which 
makes it possible to teach history, and because it is 
present in the mind of the child, while no attempt is 
?made here to teach Bible history, the lessons are chosen 
in chronological order. Any other plan would con- 
fuse the dawning historical sense. Because it is only 
dawning when the children are nine and ten years old, 
the chronological order is by periods, and changes are 
made from one whole period of time to another; but 
when one period is begun it is finished before a change 
is made. From the first of the Judges period to the 
end of the Apostolic age the chronological order is 
maintained, and this includes the last two months of 
the second year and all of the third and fourth years 
of the course. 

The junior child has a growing sense of reality and 

a desire to know what are the real things in the world 

^ . about him, seen and unseen. This is 

Reality ' ., _ . 

the time when the very foundations ot 

faith are built, for by the proper culture of the spiritual 

life the childish credulity, which believes everything 

without discrimination, is changed to an increasingly 

intelligent belief in the eternal realities. The lessons 



OF THE GRADED LESSOXS 25 

are admirably planned to meet the child's longing for 
fundamental truth. 

There is at this period a high regard for authority, 
justly administered by one who has the right to rule. 
It is imperative that the child shall have 
Authority* suc ^ a P resent ation of God as will en- 

able him to realize that he is the Creator 
of the world, the King to whom all owe allegiance, and 
who rules with justice and love. This thought of the 
kingship of God is supreme in these lessons, and so 
the need of the child to know of a Ruler who is all 
wise, perfectly just, merciful, and loving, is met. 

The junior child has many limitations. He has very 

little reasoning power, and therefore would be unable 

. . . . to follow or take part in anv discussion* 

Limitations 

on cause and effect. He does not care 

what people are, and therefore would have no interest 
in and could not understand character studies. He is 
interested, however, in seeing what results follow cer- 
tain lines of action, and he likes to know what people 
have done, provided their deeds have been heroic or 
remarkable in any way. These are the reasons why 
this course for juniors is made up of stories instead 
of abstract sermons or discussions, and mainly of 
stories which show the consequences of right and* 
wrong actions. 

In their relations with other people the juniors have 



26 INTRODUCTION AND USE 

a deep interest in a selected group of their own age 

. , and sex. This is the beginning of the 
Gang Period . & - t> 

"gang" period, and marks the develop- 
ment of the first stirrings of the social instinct. Be- 
cause there is a strong desire for companionship it is 
possible to lead the child to realize that he may have 
God with him as a daily companion if he will. The 
child is also at the point when he becomes conscious 
of his inability to meet and conquer the temptations 
that arise in his every-day life. As he enters con- 
sciously into this lifelong struggle against sin he needs 
to know that God is a Saviour from the power of sin, 
and to be led to turn to him in temptation and to trust 
in him for strength. 

The child must realize his dependence upon God for 
guidance in all the affairs of life. He needs to be 

made to understand that his relation 
God to God is that of a subject to a ruler, 

and therefore it is his duty to obey 
God's laws. He needs to know that it is his privilege 
to work with God by doing his work in the world. He 
must be shown that his love and adoration for God 
may and should be expressed in acts of worship, and 
that he may talk with God concerning everything that 
interests him. 

In relation to others the junior must be taught to 
play fair, to obey those who are in authority over him, 



OF THE GRADED LESSONS 27 

to work with others in the home by doing his share of 

whatever work is to be done, to take 
Relation to , . , - « . r 

Others stand as the champion of every 

good cause. He must know also that 

there are certain things which he owes to himself. 

First among these is the formation of right personal 

habits. The only way in which such habits can be 

formed is through the repeated doing of right acts. 

This is not easy and so the child must be helped to 

make right choices, and he must be given right ideals 

of progress. 

Every one of these things was definitely in mind 
when the junior lessons were prepared, and it is evi- 
dent to all who study and use the 

T PCCATIC T n t\ t 

Meet the Need lessons understanding what the junior 
child is, that the junior series of the 
International Graded Course is on the plane of the 
child's experience, appeals to his interests, and min- 
isters effectively to the upbuilding of his character. 

There is a wide difference between the knowledge, 
experience, and interests of a junior child of nine, and 

those of one who is three years older. 
Series In fact there is no period in the life 

when more rapid advances are made 
year by year. The junior series, therefore, presents 
not simply lessons for juniors, but four years of les- 
sons carefully graded both in the choice of material 



28 INTRODUCTION AND USE 

and the method of presentation. There is first a year 
of lessons intended explicitly for normal children nine 
years old, corresponding to the fourth grade in the 
day school. There is another series of fifty-two lessons 
planned for children ten years of age, and a third year 
of lessons is provided for children eleven years old. 
In the fourth year, when the pupils are approximately 
twelve years old, it is known that with the large ma- 
jority the first great spiritual crisis occurs. The 
lessons for that year are so selected that they give 
exactly the studies needed to guide the children to the 
Saviour, and make conscious and vital their relation- 
ship to him. There are certain general characteristics 
which are common to junior children as a group ; but 
the variation which is apparent in knowledge, attain- 
ment, and interests between the children of any one 
year and those of another makes it evident that if the 
lessons are to minister effectively to the unfolding life 
they must be graded year by year. 



CHAPTER III 
THE JUNIOR SERIES OF LESSONS 



29 



M 



JUNIOR 

im of the Course 



■^Sfo lead the child to 
become a doer of the word 



t\ 



and to bring him into conscious 
relations with the Lord Jesus Christ 

"Character is tk summation 

of habit y habit is the 

repeiihoa of iii§f 

9wrne 



AIM OF THE JUNIOR LESSON'S 

The badge pictured here -is that of the Junior Department. It suggests the Junior 

Motto, James i: 22, and is in the Junior colors — light blue and white. 



CHAPTER III 

The Junior Series of Lessons 

The junior series of lessons do not in themselves 

comprise a complete course of study. They form one 

part of a comprehensive whole, the 
Part of a Course r , t * 111 

of Study course 01 completely graded lessons 

known as the International Graded 

Course. In order to understand fully the ^character 

and scope of the junior lessons it is necessary to know 

something of those through which the foundation has 

been laid upon which these lessons build. 

The purpose of the two years of beginners' lessons 
is "to lead the little child to the Father." The lessons 

are very simple and center about the 
Series home, because the child's strongest 

interests are there. He is shown that his 
food and clothing, his parents and other loved ones 
are gifts from God. He is taught how God cares for 
birds and animals and how he provides for people. He 
is helped "to apply to himself the verse 'God careth 
for you' and to form the conclusion, 'God is love.' "* 
The child is also led to cooperate in loving, helpful, and 

*The Beginners' Teacher's Text Book, First Year, Part I, page 30. 

31 



32 INTRODUCTION AND USE 

kind acts, in being obedient and in praising and thank- 
ing God. 

The lessons prepared for primary children are in 

three grades, intended respectively for children six, 

seven, and eight years of age. 'The 
The Primary . / ~ b 

Series purpose or aim of the first year lessons 

is to show forth God's power, love, and 
care, and to awaken within the child responsive love, 
trust, and obedience. From this statement of aim 
the advance or progress of the first year primary les- 
sons over the beginners' lessons is apparent. . . . The 
second year lessons give the child a fund of ideas con- 
cerning what is right. They do this by the truths they 
teach, by the activities they .suggest, and by the right 
acts to which they inspire the child. The second year 
lessons also teach in a definite way that right acts are 
God's will for a child. To the eight-year-old child 
who has come to know right from wrong through ex- 
perience in doing and in failing to do right, and who 
from instruction received at home, at school, and Sun- 
day school has a certain fund of established ideas of 
what he should do, the third year lessons give the mo- 
tive for learning and doing God's will. The third 
year lessons tell of God's love as expressed in Jesus. 
They tell of Jesus as the Saviour, that every child who 
is ready and able to understand may come to know 
Jesus as his friend, his helper at all times, his strength, 
and his personal Saviour. Not all children of third 



OF THE GRADED LESSONS 33 

year primary age come to the knowledge of Jesus as 
a personal Saviour, but they may love him and desire 
to follow and obey him and to be God's child. ' ? * 

The aim for the junior series is, "To lead the child 
to become a doer of the Word, and to bring him into 
conscious relations with the Lord Jesus 
Series Christ as his Saviour." 

The material used in the junior 
series of lessons is broad and comprehensive in its 
scope, as will be seen from the following outline of 
periods treated : 

First Year: Stories' of the Beginnings; Stories of 
Three Patriarchs; The Story of Joseph; Stories of 
Moses and His Times. These studies cover nine 
months of the year, and are taken from the Pentateuch. 
Stories that Jesus Told (eight lessons on the Parables) . 
The Journeys of Moses (a geographical review of the 
Exodus journeys). 

Second Year. Stories of the Conquest of Canaan 
(eight lessons). Opening Stories of the New Testa- 
ment; Incidents in the Life of the Lord Jesus 
(eighteen lessons) ; Followers of the Lord Jesus (nine 
lessons from the Acts and eight from the lives of 
modern missionaries) ; Stories of the Judges (nine 
lessons). 

Third Year. Stories of the Kingdoms of Israel 



* Introduction and Use of the Graded Lessons, Primary Manual, by Marion 
Thomas. 



34 INTRODUCTION AND USE 

and Judah (from the choice of Saul to the taking of 
Jerusalem by Nebuchadnezzar, thirty-five lessons) ; 
Responsibility for One's Self, Neighbor, and Coun- 
try (four temperance lessons) ; The Exile and Re- 
turn of the People of Judah (nine lessons) ; Introduc- 
tion to the New Testament Times (two stories of the 
heroes among the Jews in the times of Mattathias and 
Judas Maccabseus; with a lesson on the land where 
Jesus lived and one on the temple of Herod). 

Fourth Year. The Gospel According to Mark 
(twenty-six lessons). Studies in the Acts (thirteen 
lessons) ; Later Missionary Stories (eight lessons) ; 
Our Bible and How it Came to Us (five lessons). 

The difference between graded and ungraded lessons 

is that the graded course "is built upon the life 

processes and progress of the learner," 

Life Procp^sGS 

the Basis while the ungraded course takes no note 

of changes in the developing life. It 
follows that any graded course is better than one that 
is not graded, and that the best among graded courses 
will be that in which the persons outlining it have had 
the most perfect understanding of the way in which 
the life progresses in each stage of its development. 
In the selection of the material for the International 
Graded Lessons, the characteristics, interests, and 
knowledge of pupils were carefully considered by 
people whose theories had been thoroughly tested again 
and again in the school of practical experience. 



OF THE GRADED LESSONS 35 

As was stated in the preceding chapter, it is at the 

beginning of the junior period that the historic sense 

begins to dawn, and that is the reason 
Reasons for the 111 r 1 • 

Selection w - lessons irom this time on are 

chosen chronologically. If this were 
not done the child's sense of sequence of time would 
be confused. In the first two years, when the historic 
sense is not fully developed, changes are made from 
one period to another, but no period is interrupted and 
taken up again. 

Some people have criticized the junior lessons be- 
cause they are not so planned as to form a straight 
chronological course from the beginning of the Old 
Testament Story to the end of the New. This criticism 
would be valid if the most important aim in mind for 
the junior period had been to have the lessons arranged 
in a continuous chronological order. This, however, 
was not the case. The purpose in graded instruction 
always relates primarily to the pupil and not to the 
material, and the aim for this period was to select that 
material for each year which would appeal to the in- 
terests and meet the spiritual need in such a way as 
to help the child to become a "doer of the Ward," and 
to lead him into conscious relations with the Lord 
Jesus Christ as his Saviour. 

The committee which outlined the junior series of 
lessons, noting that the first great spiritual crisis occurs 
at about the age of twelve, decided that the Gospel of 
Mark must be studied in the first part of the fourth 



36 INTRODUCTION AND USE 

year, since the life of Christ in some form is the only 
material which can minister to the child effectively at 
such a time. Going back from the fourth year, the 
needs of the first and successive years were studied and 
lessons outlined not only with the immediate needs in 
view, but with the definite determination to make the 
studies such as would best prepare for and lead up to 
the climax of the fourth year. 

A study of the characteristics and interests of the 
children showed that in the first year the elemental 
stories of the Pentateuch would make the greatest 
appeal. That is the reason why a large part of the 
year is given to those studies. It was also known that 
at about the age of ten the children experience the first 
stirrings of that exalted admiration which we call "hero 
worship." It was therefore thought best at that time 
to present from both the Old and New Testaments 
and also from the annals of modern missionary enter- 
prises, stories which would make the best use of this 
intense and growing interest. The way in which the 
incidents in the life of the Lord Jesus are brought into 
this year's work makes it evident to the children that 
he is the source of all power, the inspiration of all 
who are brave to dare and to do in the cause of 
righteousness. The stories from the times of the 
Judges with which the second year closes, are also of 
the heroic type. With these lessons a chronological 
order is started, which is maintained to the end of the 
series. 



OF THE GRADED LESSONS 37 

In the third year, when the pupil is about eleven 
years of age, he is beginning to realize in his own ex- 
perience the world-old struggle for righteousness, the 
responsibility that he has for the choices which he 
makes day after day, and his need for help that he may 
choose the right and resist the wrong. To this age 
the stories of the Kingdoms of Israel and Judah and 
the topical course on Temperance come with a peculiar 
force. A year earlier would be too soon and a year 
later the appeal must be of a different kind. If this 
later appeal is to be really effective the pupils must 
have as a preparation the series of stories which deal 
with right and wrong choices and show their conse- 
quences in sharp outline. 

At about the age of twelve occurs the first great 
spiritual crisis. AYith some children it comes earlier, 
with a few later, but the large majority will experi- 
ence a strong impulse to give their lives to the Lord, 
and will become conscious of their relation with him 
as their Saviour, at about this time. As has. been said 
the whole course has been planned to meet this with 
studies which will assist the developing spiritual life 
to blossom normally. The Gospel of Mark, which is 
vivid and concrete, a record of deeds rather than 
teachings, is ideal for juniors, and comes at just the 
time w r hen it can best minister to their needs. After 
this study, through the deeds of the followers of the 
Lord Jesus in apostolic times, and of others in modern 
days, the children are shown some of the splendid 



38 INTRODUCTION AND USE^ 

achievements of men who have gone out in his strength 
to do his work in the world. 

The closing lessons of the series, on Our Bible and 
How it Came to Us, are most fitting, for one aim all 
through as well as in the first year has been to interest 
the children in the Bible and increase their love for it, 
and they cannot fail to have a new reverence and love 
for the Book of books as they see how marvelously it 
has been preserved and transmitted from age to age 
for thousands of years. 

It is evident therefore that those who planned these 
lessons began with the most important part of the 
junior period when they first considered the critical 
time of the first spiritual awakening, and laid their 
plans so as to make it certain that the pupils would 
have just what was needed to minister to them during 
this critical experience. That point being settled they 
studied the other three years and settled upon the ma- 
terial to be used with a definite understanding of the 
needs, and a determination that they should be met as 
they arose, but with the further definite purpose of 
leading up to the lessons of the fourth year, which is 
really the climax of the nine elementary years — the 
place in which a definite harvest is expected. Those 
who read chapter XII of this book will see that the 
expectation of those who prepared the lessons has 
been realized and the principles upon which they 
worked in preparing the junior graded series fully 
justified. 



OF THE GRADED LESSONS 39 

The Teacher's Text Book, issued in quarterly parts 
for each year, is so much more than a guide for lesson 
Lesson Helps teaching that it might be called a 
for Teacher and manual of instruction. In it is em- 
Pupi1 bodied a complete course of informa- 

tional lessons which were not a part of the outline pre- 
pared and issued by the Lesson Committee. These 
correlated lessons are, however, closely related to the 
main lesson, as the name given to them implies. Fur- 
thermore, they are an important part of the material 
of instruction, since without the information which 
they furnish the truth contained in the lesson text will 
often remain veiled in oriental imagery or hidden be- 
hind customs and conditions strange to the children 
of to-day. 

The forewords, filling approximately a hundred 
pages in the books for the four years, contain discus- 
sions of problems, plans of work for both teacher and 
pupil, and facts concerning outstanding junior char- 
acteristics and the normal development of the spiritual 
life during this period. 

In the treatment of the lesson the aim has been first 
of all to furnish definite practical help for the young, 
inexperienced and untrained teacher. Beyond this the 
attempt has been made to assist teachers who have had 
both training and experience through references for 
additional reading and plans for original, individual 
lesson preparation. 

It would be a fine thing if all teachers might make 



4 o INTRODUCTION AND USE 

use of many books of reference and so acquire a 
broader knowledge than any single text book can give. 
But because there are in the aggregate many teachers 
who do not own and cannot gain access to other books 
the Teacher's Text Book has been made so compre- 
hensive that no teacher who studies it carefully will be 
handicapped by a lax:k of knowledge when presenting 
the lessons to his pupils. 

The Pupil's Book for Work and Study contains the 
daily Bible readings, whatever information is neces- 
sary for an understanding of the lesson story, and 
suggestions or instructions for doing the handwork. 
Both for example's sake and in order that he may be 
perfectly conversant with the pupil's task the teacher 
must have a copy of the pupil's work book, read the 
daily Bible readings, and do the work in it just as 
the children are expected to do these things. With 
the pupil's book is a picture sheet which has pictures 
of lesson places or events, maps, and facsimiles to go 
with the lessons, and pictures and title pages for the 
illustration of hymns. In the first two years the writ- 
ing done by the pupil is in spaces left on the lesson 
pages for a text or part of a story or the answer to a 
question. In the third and fourth years the work is 
done in a note book. 

The aim for the first year is "To awaken an interest 
in the Bible and love for it, to deepen the impulse to 
choose and do the right." Examining the lessons in 



OF THE GRADED LESSONS 41 

detail we find that the key word of the first year is 

Obedience. All through the funda- 
The First Year , , . , n , t ^ ^ 

Lessons mental stories of Genesis, the Garden 

of Eden, the stories of Noah, Abraham, 
Ishmael, Isaac, Jacob, and Esau the lesson of unques- 
tioning obedience is enforced, or the consequences of 
disobedience shown. Through the six stories in the 
group about Joseph is shown most strikingly how "all 
things work together for good to them that love God.' 1 
In the stories of the oppression in Egypt, the wilder- 
ness journeys and the exodus, the people of Israel seem 
like children in a school who are -slowly learning the 
great lesson that the only successful life is that which 
is lived in accordance with the laws of an all-wise and 
loving Father. 

In the months of July and August the lessons are on 
some of the stories which Jesus told, and these serve 
to give added emphasis to the thought of the year, as 
they teach over and over the importance of being 
"doers of the word." 

In September a geographical review of the Exodus 
Journeys is given, closing with a view of the land of 
Canaan as Moses saw it from the summit of Mount 
Nebo. This is not only a review and a lesson in 
the geography of the lands connected with the story, 
but a preparation for the first work in the second 
year. 

In the first year there are forty verses and parts 



42 INTRODUCTION AND USE 

of verses assigned to be memorized, three others are 

optional; and two passages are to be 
Memory Work , i t» i • • • 1 

learned, Psalm 121 in connection with 

the Joseph lessons, and Psalm 107: 1-8 with the 
geographical review : fifty-six verses in all. In ad- 
dition to this, if the Junior Department Programs 
have been used, one each quarter through the year, 
a large amount of additional Scripture and four 
hymns will have been committed to memory. It 
must be remembered that the value of all this is far 
beyond any mere rote memorizing of passages, chap- 
ters, or psalms apart from a story. The importance of 
all the memory work in the graded lessons is that it 
gives a concrete statement for a truth which has been 
taught through a story or succession of stories, the 
truth being one which meets a need of the child at the 
time when it is given to him. 

In the use of the graded lessons it is taken for 

granted that there will be two periods for lesson study 

in each session, the first fifteen and the 
The Correlated , • 1 t ^1 

Lessons second twenty minutes long. In the 

first of these periods all the informa- 
tion is to be given which is needed for an understand- 
ing of the lessons, or to help the pupil to handle his 
Bible and know it as a book. Of course in the first 
year the correlated period will be taken largely with 
drills on the books of the Bible, since it is essential 
that the child shall learn to know the book as soon as 



OF THE GRADED LESSONS 43 

possible in order that it may not be a too difficult 
task for him to read and find references in it. Since 
there is no time during the regular lesson period for 
such work as this, it is easy to see how handicapped 
a child must be all through his junior course if no 
time is given in the session for this correlated period, 
or if, being given, it is not used as it should be. 

The aim for the second year is, "To present the ideal 

of moral heroism; to reveal the power and majesty 

of Jesus Christ, and to show his fol- 
The Second , r 1 . , . 1 , 

Year Lessons lowers going forth in his strength to do 

his work." The first material through 
which this aim is to be realized is eight lessons on the 
Conquest of Canaan. Through the geographical re- 
view of the exodus the memory of the children has 
been refreshed, and they have looked on the land with 
its hills and valleys, into which the people are to go 
and which has been promised to them as a possession. 
They are therefore ready to take these stirring lessons 
of the conquest period with interest, and get from 
them the great truth that those who fight on the Lord's 
side may be strong and of good courage, for they have 
the promise that he will be with them always. The 
key note for this year is Heroism. 

Beginning with December the lessons are taken from 
the New Testament, and we have the most delightful 
preparation for the Christmas season in the annuncia- 
tion stories, and the story of the birth of John the 



44 INTRODUCTION AND USE 

Baptist. Following these opening stories of the New- 
Testament, there are fifteen lessons from the life of 
the Lord Jesus, including everything that could be 
given about his advent and childhood. The other inci- 
dents are those which magnify his power and majesty. 
Following these lessons are nine dealing with events 
following the death and resurrection of Jesus. The 
object in these lessons is to show how the power of 
Jesus made it possible for his followers to do his work 
in the world. Then there are eight lessons on modern 
followers of the Lord. In August and September the 
lessons deal with some of the heroes of -the period of 
the Judges, and here begins a chronological course 
which extends through the third and fourth years, 
covering the Bible story from the time of the Judges 
to the end of the apostolic age. 

In addition to forty-four verses chiefly from the 

New Testament, there are three passages given for 

memorization; the description of the 
Memory Work ^ . - . t- 1 • r 

Christian armor, Lphesians 0:10, 13- 

17; the Song of Zacharias, Luke 1:76-79; and the 
Song of Simeon, Luke 2 : 29-32. The hymn, From 
Greenland's Icy Mountains, is given for illustration, 
and that with whatever hymns are used in the depart- 
ment programs is included in the .memory work for 
the year. 

The first work in the second vear on the side of 



4 

OF THE GRADED LESSOXS 45 

information concerning the Bible, is to complete the 
learning of the names of the books. 
j ~ As the lessons begin with the Book of 

Joshua it is easy to introduce the only 
group of books which the children have not as yet 
learned, the twelve books of history. After these are 
learned the correlated lesson period is used for drills 
on facts, events, places, names, the books of the Bible, 
the finding of references, explanations of manners and 
customs, and the location of places on the map. 

The aim for the third year is "To deepen the sense 
of responsibility for right choices; to show the conse- 
quence of right and wrong choices; to 
The Third Year \ - , c - . * a u + ■ A 

Lessons strengthen love ot the right and hatred 

of the wrong." This aim emphasizes 
what is the keynote of this year's course — Choice, 
Through showing the choices that were made by Saul, 
David, Absalom, Solomon, Rehoboam, Jeroboam, 
Ahab, Elijah, Micaiah, Elisha, Naaman, Hezekiah, 
Jehoiakim, Daniel, Nehemiah, Ezra, Judas Maccabseus, 
and others, and the consequences that followed from 
those choices, the children are impelled toward the 
right and away from the wrong. In June following 
the end of the period of Jewish history, which ter- 
minated in the exile of the people of Judah, a topical 
course of four lessons is introduced on the subject of 
Temperance. This series presents one of the finest 
opportunities that has ever been given to teachers for 



46 INTRODUCTION AND USE 

bringing this important subject positively before the 
children, at a time when they are beginning to Set 
their standards and make decisions on many life ques- 
tions. 

With these lessons we have fifty-seven verses, in- 
cluded in which are several connected passages, 

Proverbs 3 : 5-7 ; Psalms 23 or 27 : 1-5 ; 
Memory Work Psalm 95 : 1-7 and Psalm 100. The use 

of the twenty- fourth Psalm in connec- 
tion with bringing the Ark into Jerusalem is explained 
and verses 2j, 28 are given for memorization. The 
hymn for illustration is The Spacious Firmament on 
High, Addison's beautiful paraphrase of the first part 
of the nineteenth Psalm. It is expected that the 
children will learn this hymn, as well as those used in 
the" programs for the year and the Scripture given for 
responsive use in the worship. 

There are a great number of important facts that 
need to be given to the children during this year, as 

the following outline will show. Mat- 
The Correlated r 1 1 r 

Lessons ters °* government, methods of war- 

fare, the work of an oriental shepherd, 
the despotism of oriental monarchs, hymn studies, 
facts concerning Solomon's Temple, Bedouin tents and 
customs, the meaning of sacrifices, Hebrew manners 
and customs, trade routes through the Holy Land, 
Olympian games, Babylon in the time of Nebuchadnez- 



OF THE GRADED LESSONS 47 

zar, the condition of the Jews in captivity, reasons for 
having walled cities, the first Sunday school, the mean- 
ing of A. D. and B. C, geographical lessons, and vari- 
ous kinds of drills. 

The aim of the fourth year is, "To present Jesus 
as our example and Saviour; to lead the pupil to appre- 
ciate his opportunities for service, and 
The Fourth . , . . . r • « 

Year Lessons tC> & lve him a vlslon of what lt me ^ns 

to be a Christian." The keynote here 

is Decision. The material through which it is hoped 
to bring the course to a climax is a study of the Gospel 
according to Mark. This is accomplished in twenty- 
six lessons and these are followed by thirteen Studies 
in the Acts. In all missionary lessons it is essential 
that certain great fundamental truths shall be pre- 
sented. The need of the world for the gospel, the 
sufficiency of the Word of God to meet the need, the 
duty, cost, and results of presenting the Word to those 
who know nothing of God and his love for the world. 
Many of these truths are seen through stories of apos- 
tolic times, but it is through the later missionary 
stories that they are brought most forcefully to the 
children. The eight that are taught during July and 
August *of the fourth year are splendid stories of 
daring and achieving in the Master's name. The last 
five lessons give the marvelous romance of the way in 
which our Bible was made and has been transmitted 
to us. 



48 INTRODUCTION AND USE 

In the memory work for this year there are eighty- 
two verses, fifty-five from the New Testament and 

w „ twenty-seven from the Old. Included 
Memory Work . . _ 

m these is a review of Psalm 95 : 1-7; 

1 Peter 2 : 21-24; 1 Corinthians 15 : 55-58; 2 Timothy 

3: 14-17; 2 Peter 1 : 19-21. Three hymns are to be 

illustrated and memorized : Jesus, Saviour, Pilot Me, 

Sow the Seed Beside All Waters, and Now the Day 

is Over. In the second quarter pictures are furnished 

for the illustration of the Apostles' Creed, and it is 

expected that this also will be committed to memory. 

There is no part of the junior series in which the 

correlated lesson is of greater significance than during 

the fourth year. In the Gospel of 
The Correlated , , , , . « 

Lessons Mark reference is made to a great 

many of the peculiar customs of the 
Holy Land, and in the missionary series for the fourth 
quarter there is special necessity for a large amount 
of explanation, just as there is in the second year when 
the missionary lessons are studied. Some of the sub- 
jects treated are : synagogues, publicans, wine-skins, 
caravan routes, highways, Pharisees and the Sabbath, 
shewbread, oriental lamps, the meaning of the tassel 
in the corner of the outer garment, the custom' of hav- 
ing hired mourners at funerals, salutations by the way, 
the Roman and Jewish method of naming the hours 
of the day, the traditions of the elders, the meaning 
of the title "Messiah," the Sanhedrin and its powers, 



OF THE GRADED LESSONS 49 

the three temples and their courts, Roman coins and 
their superscriptions, the meaning and terror of the 
tabu in Hawaii, oriental schools, and the value of 
eastern scientific knowledge as an aid to the under- 
standing of spiritual truths. 

In addition to such topics as are outlined above, 
there is a great deal of instruction given upon the 
geography of Bible lands, and a sufficient amount re- 
lating to the mission fields touched upon in the eight 
missionary stories to furnish a background for those 
lessons. 

An important part of the equipment provided for a 

junior department is seen in the programs for the 

service of worship, one of which is fur- 
Department • 1 1 r 1 ' ™ 
Programs nished for each quarter. 1 hese contain 

many hymns and a large amount of 
Scripture, all of which become the permanent posses- 
sion of the children when. each program is used for 
several consecutive weeks. 

In summing up the material for the four years we 
find that the pupils who have done all the work have 
read the Gospel of Mark, and addi- 
tional readings in the Old and New 
Testaments equivalent in volume to the other three 
Gospels. 

They have studied one hundred and ninety-one 
stories, about one hundred and forty-one Bible char- 



So INTRODUCTION AND USE 

acters, and fifteen stories about modern missionary 
heroes. 

Two hundred and fifty-three verses and fourteen 
parts of verses have been memorized, taken from fifty- 
five of the sixty-five books of the Bible. Six great 
hymns of the church and the Apostles' Creed have 
been memorized and illustrated, and knowledge both 
expressed and fixed in mind through the work done 
in the Pupil's Book for Work and Study. 

During the four years if the programs are used in 
the department and if the children study their work 
books as they should they will have learned forty- 
five hymns and parts of hymns. The following is a 
list arranged under subjects in order that the value 
of the selections may be more readily seen : 

God the Father: Doxology; Lift Up Your Heads, 
O Ye Gates ; Nearer, My God, to Thee ; God is Love ; 
A Mighty Fortress is Our God ; O God, Our Help in 
Ages Past; Holy, Holy, Holy; The Spacious Firma- 
ment on High. 

Jesus Our Saviour: While Shepherds Watched 
their Flocks by Night; Saviour, Again to Thy Dear 
Name We Raise; Long Ago the Lilies Faded; Come, 
Thou Almighty King; A Child this Day is Born; 
There is a Green Hill Far Away ; All Hail the Power 
of Jesus' Name; Crown Him with Many Crowns; 
There's a Song in the Air; Lift Up, Lift Up your 
Voices; The King of Love My Shepherd Is; It Game 



OF THE GRADED LESSONS 51 

Upon the Midnight Clear; Break Thou the Bread of 
Life; Crusader's Hymn; Hail to the Lord's Anointed. 

God's Day: Q Day of Rest and Gladness. 

The Children of God: Hitherto the Lord Hath 
Helped Us ; True-Hearted, Whole-Hearted ; I was Glad 
when They Said; Dear Jesus, We Before Thee Bow; 
Lead Us, Mighty Captain; The Lord Be with Us as 
We Bend; We Give Thee but Thine Own; He Cares 
for Me ; Sound the Battle Cry ; Go Forward, Christian 
Soldier; I Am Trusting Thee, Lord Jesus; Now the 
Day is Over; Jesus, Saviour, Pilot Me. 

Missionary: The Son of God Goes Forth to War; 
From Greenland's Icy Mountains; Sow the Seed Be- 
side All Waters. 

Patriotic: My Country, Tis of Thee; God Save 
Our Native Land. 

Temperance : Every One that Striveth for Mastery. 

Special: Welcome Song; Birthday Song. 



The ideal of the graded system is a series of lessons 
which, beginning with the little children, carries the 
pupil through every year into a deeper study of the 
whole wealth of the Bible. The idea which lies be- 
hind the method is that of adapting Bible teaching to 
the needs of the pupil. The aim of the whole course 
is, to form habits of Bible study, so to mold character 
and intelligence and faith that when the pupil of any 
school reaches maturity he shall have in his heart the 
love of righteousness, the love of God, faith in the Re- 
deemer and faith even in his own place in the world, 
an inspiring conception both of what God is to him 
and of what he may be to the service of God in his life. 

W. Douglas Mackenzie. 



52 



CHAPTER IV 
ORGANIZATION FOR TEACHING 



53 




IDEAL EQUIPMENT FOR THE JUNIOR SUPERINTENDENT 

Bound copies of the Junior Lessons, a card catalog for registering the birthdays 
of the children, Bible with a rainbow book mark, stereographs for the four years, 
a bound copy of the sixteen programs for the department, a reference library for 
use in the department, and maps of various kinds. 



CHAPTER IV 

Organization for Teaching 

When introducing the junior graded lessons into a 
school which is not graded, it is necessary first to bring 

into one group all the children who are 
Department nine, ten, eleven, and twelve years of 

age. This broad grouping, which we 
call the junior department, is made for convenience in 
administration and has no direct bearing upon lesson 
teaching. The graded lessons have been prepared in 
yearly units, and since that is so the junior lessons 
can be taught in any school where there are children 
of any one of the junior years, whether there is an 
organized junior department in the school or not. For 
lesson teaching, therefore, the departmental group 
must be graded. 

Some schools have tried grading the pupils on a day 
school basis, which would make all the pupils of grades 
four to seven in the day school eligible 
Department ^ or mem bership in the junior depart- 

ment of the Sunday school. This is an 
easy plan, and one easily understood and acquiesced 
in by the pupils. But if it is made the basis there must 

55 



56 INTRODUCTION AND USE 

be liberal provision for exceptional cases, for the fol- 
lowing reasons : The grading of the day school is 
settled by the pupil's proficiency in many studies taken 
collectively, most of which have no bearing on the 
question of his proper standing in Sunday school. 
The public school of necessity takes no note whatever 
of the question which is paramount in our work, and 
that is, What does he know of the Bible? Further- 
more, we are dealing with groups of pupils in a way 
of which the public school of to-day knows nothing. 
We have four grades in one group. This group has 
certain very marked characteristics, many of which 
disappear with the first year or two of adolescence. 
The changes which occur at that time make it im- 
possible for a junior department to meet the needs of 
pupils who are more than thirteen years of age. There- 
fore, because of the very nature of the child, the limit 
of the department at the upper end is fixed, and is 
settled not by the proficiency of the pupil in his week- 
day studies but by the laws of his growth. 

At the beginning of the period the ability to read is 
the definite thing which settles the question whether 
or not pupils are ready for promotion to the junior. 
This of course does not refer to ability to read in a 
school reader, but to a general knowledge which makes 
the child reasonably at home with any book. This is 
a knowledge which is generally acquired in day school, 
but as he is not graded in the day school solely on his 
ability to read, we cannot say that only such children 



OF THE GRADED LESSONS 57 

as are in the fourth grade are suitable for member- 
ship in a junior department. On the other hand it 
becomes necessary at times to take a child into the 
junior department who cannot read, because he is ten 
or over and is too large physically to remain in the 
primary without embarrassment, and also because he 
needs the kind of exercises and general treatment that 
are appropriate to children of his age, even though he 
is mentally backward. Some who are in the third 
grade can read wfell, and because of home influences 
are familiar with the Bible, and therefore should be 
in the junior department. But in general it will be 
found that the best work will be done and the highest 
results secured by grading largely by age. 

After the grade groups are formed the next step 
will depend altogether upon the size of the depart- 
ment. If there are more than thirty- 
p upils " five pupils there will doubtless be a 

class of boys and one of girls for each 
grade, and all that is needed is to make that division. 
There is a strong "gang'' spirit in both the boys and 
the girls which can be used to very great advantage 
in arousing class enthusiasm. This is an important 
asset in securing the doing of all the various things 
which make for the formation of right habits and 
issue in strength of character. Therefore, when pos- 
sible, classes should be composed of groups having 
a certain harmony of interests. In the case of trouble- 



58 INTRODUCTION AND USE 

some boys it is sometimes considered necessary to 
break up the "gang" in the interest of order, but the 
ideal way would be to secure a wide-awake Christian 
young man or woman to take that class just as it is, 
and direct its activities into right channels. In nine 
cases out of ten, classes are disorderly because no 
thought is given to planning definite things for the 
members to do before and during the session. They 
must do something, and their activities run out in 
wrong directions because that is the line of least re- 
sistance. But if awakened by a new interest, and 
steadied by having some responsibility for the manage- 
ment of the class put upon their shoulders, they will 
find a greater delight and satisfaction in achieving a 
law-abiding efficiency, than they ever found in their 
irregular and disturbing exploits. 

If it is possible to secure teachers, small classes are 

a positive advantage in many ways. Some teachers 

seem to think that it is not worth while 

Ifsmfll Clashes to come to Sund ^y school to teach two 
or three children, but no teacher will 
ever have that idea who once gains a vision of the 
tremendous importance of one human life, both in its 
present influence and in its possible effect upon future 
generations. If there are two boys and three girls in 
the first grade there should be two classes formed and 
two teachers assigned to them if it is possible to secure 
the teachers. Close individual work is the best that 



• OF THE GRADED LESSONS 59 

can be done, and a teacher can accomplish much more 
for each one if the class is small. No class should 
have over six members when it can be avoided, and 
therefore it is an advantage to have class groups 
small enough to make it possible to place new pupils in 
the grade to which they belong without overcrowding 
the class. 

There are many small schools, however, in which 
there are only ten or fifteen juniors. In such cases it 
is better to group boys of nine and ten together, the 
girls of those ages forming another group, w T ith the 
boys of eleven and twelve and the girls of those ages 
forming two other groups. For a full discussion of 
the peculiar problems encountered in very small 
schools, see chapter XI. 

In a hitherto ungraded school, the moment it is at- 
tempted to make divisions, even on broad departmental 

lines, difficulties will be encountered. 
Difficulties That r^ -, < M1 

May Arise The P ro P osed changes will require a 

division of some of the classes as they 
now exist. It is evident that the differences between 
children in successive periods of their growth have 
always existed. They should always have been taken 
into account in the arrangement of Sunday school 
classes, especially at the crossing of departmental 
lines. But the necessity for this is not so apparent 
when a uniform system of lessons is in use. There- 
fore in schools that have been using uniform lessons, 



60 INTRODUCTION AND USE 

so-called junior classes often contain not only pupils 
of all the junior ages but some intermediates as well. 
Teachers naturally do not wish to give up their pupils, 
the children themselves dislike to have any change 
made, and so trouble arises the moment grading is 
attempted. 

The only way to meet this difficulty is through help- 
ing the teachers to gain a new point of view. They 
must see clearly how the children differ in the different 
years in knowledge, experience, and ability to assimi- 
late spiritual truth. The pupil and his needs must be 
the central consideration, not simply when lessons are 
selected, but when those lessons are taught. Our 
junior lessons are well adapted to assist the developing 
spiritual life in each of the junior years, but an indis- 
pensable condition for the accomplishment of their 
highest aim is that the pupils shall be so grouped that 
the lessons may be taught in each case to pupils of the 
age for which they were prepared. 

After the classes have been formed teachers must 

be assigned. In general it is wise to meet the desires 

of teachers who prefer to teach boys 

Teachers 0r S^ S as ^ e case ma y ^e, ^ ut ** 1S 

well to remember that often the request 

for a class of girls is made, not so much because there 

is any real preference for girls over boys, or because 

of any known ability to understand and help girls, 

but simply because of the widely accepted view that 



OF THE GRADED LESSONS 61 

boys are very much harder to manage than girls. It 
is true that girls are generally more tractable, and for 
that reason it seems easier to teach them. On the 
other hand the gang spirit is stronger among boys and 
especially in the earlier junior years they are more 
alert and have more curiosity. The teacher who can 
. excite curiosity along the lines of the lesson study, 
and arouse within the class a unity of purpose, will 
be able to accomplish fine things with a group of boys. 
It has often happened that teachers who have asked 
for girls and who honestly thought that they could 
not possibly succeed except with such a class, have 
proved to be the best and most successful of teachers 
when forced to take classes of boys. Every teacher 
should give his best thought, work, and prayer to any 
class that is given to him. Sometimes it happens that 
in spite of the most conscientious effort on the part 
of the teacher it will be evident that he is a misfit in 
that particular position. In such a case a change is 
called for and should be made as soon as possible for 
the sake of both teacher and class. 

It is not best for the superintendent of the depart- 
ment in any but the smallest of schools to teach a class 
The Work of regularly. He should, however, hold 
the Superin- himself in readiness, and be prepared 

tendent eac } 1 wee k to substitute in any grade. 

The superintendent is the executive head of the de- 
partment, and if he fully meets the requirements of 



62 INTRODUCTION AND USE 

the position, he will find plenty of occupation both on 
Sunday and during the week. It is desirable, however, 
from every point of view that the superintendent 
shall substitute in classes. It gives him a more per- 
sonal contact with the pupils, and enables him to gauge 
the work that is being done by the teachers and ascer- 
tain what the pupils are getting from it. 

It should be understood from the first that when 

the grades are established and teachers fixed in them 

in the department, the teachers • will 
Teachers Fixed .... 1 1 . M 

in Grades remain in the grade and the pupils pass 

on each year — as is generally the rule 

in the public schools. There are several reasons why 

this plan should be adopted. It is the quickest way 

to build up a body of trained teachers. The first year 

the material is new and the teacher must do a great 

deal of work in getting acquainted with the facts. In 

a second .and third year of teaching the same material 

the teacher is able to pay more attention to principles 

and methods of teaching, and so become more and 

more skillful in the work. Another reason is that if 

the pupils remain with one teacher four years and 

then are compelled to leave the department and the 

teacher, go into strange surroundings, and into the 

care of a teacher who may be an utter stranger, the 

break is too great to be endured, and in many cases 

the pupil becomes weaned from the Sunday school 

altogether. 



OF THE GRADED LESSONS 63 

Another important matter to have understood and 
fixed from the beginning concerns the assignment to 
Maintaining a classes of new pupils who come in dur- 
Graded j n g the year. It is natural for boys 

ep en and girls who bring their friends to the 

school to wish to have them in the same class with 
themselves. But the grading will become hopelessly 
confused if classes are made up or their numbers 
augmented by any other rule than that of fitness to 
do the work of the grade, and the attainment of the 
grade age. The superintendent of the department is 
the one who should decide all questions relating to 
grading and classification. 

One of the chief problems in Sunday school work 

under any kind of a lesson system is that of securing 

substitute teachers. It is evident that 
Substitute « , « . , , - 

Teachers when only one lesson is used for the 

whole school it is comparatively easy to 
find some one to act as substitute teacher who has at 
least a general knowledge of the subject for the day. 
For "this reason this most important matter has been 
left to chance in a great majority of schools using the 
uniform lessons, no definite provision for substitutes 
being made in advance either by the teachers them- 
selves or by the officers. This has always been a weak 
spot in our organization. 

To leave the matter of substitute teachers to chance 



64 INTRODUCTION AND USE 

is to run the risk of leaving some class without any 

Importance of teacher or of giving them one who 

Definite knows little of the lesson and is not 

Provision abk tQ adapt the j^ he does knQw 

to the pupils whom he is called upon to teach. The 
absence of the teacher with no adequate provision for 
supplying his place causes a greater loss to the pupils 
than that entailed by the failure to have the lesson 
properly taught. It gives them a feeling that the or- 
ganization as a whole, and their teacher in particular, 
are indifferent to their best interests, and they are 
perfectly justified in this conclusion. Irregularity on 
the part of the teacher will sap the vitality of the class 
spirit quicker than anything else. It will kill the in- 
terest of the pupils in their work and in the school. 
To so great an extent is this true that experience has 
proved it to be much .better to have a comparatively 
unskilled teacher who is regular and genuinely inter- 
ested in the pupils, than to have the most skillful of 
teachers who holds the task so lightly that he comes 
only when it is perfectly convenient. 

When the graded lessons are introduced in the 

junior department plans should be made at the begin- 

„ „ „ ning for a corps of substitute teachers 
Workable Plans , r 1 * n i 1 1 

each of whom shall be prepared each 

week to teach the lesson for some one grade. This 

may be arranged for in any one of several ways. Each 

teacher in the department may be asked to secure a 



OF THE GRADED LESSONS 65 

friend to act as his or her permanent substitute. In 
many schools these substitutes are frequently present 
in the class with the regular teacher in order that they 
may become acquainted with the pupils and with the 
teaching methods. This is by far the best arrange- 
ment, for it is not desirable to take the responsibility 
for securing substitutes from the shoulders of the 
teachers themselves when they can by any means be 
persuaded to accept and meet it. It helps to impress 
upon them the importance of each Sunday's work, and 
emphasizes the necessity for regularity in attendance. 
There are many schools, however, which prefer to 
meet the problem of providing substitutes by a specific 
provision in the general organization. 

Perhaps the most popular plan is to have the mem- 
bers of the teacher training class take part of this 
work. This is a good plan in some ways, for it gives 
the prospective teachers an opportunity to observe the 
management of the department and to gain practical 
knowledge and experience coincident with their study 
of theory. It must be carefully guarded, however. 
The training class that is used simply as a supply class 
will be so interrupted in its work that it cannot be 
properly called a training class at all. When the mem- 
bers of such a class act as substitutes it must be be- 
cause they are sent by their teachers at a time in the 
course when they need practical experience in the 
junior work. In some schools members in senior or 
adult classes are appointed to act when needed as 



66 INTRODUCTION AND USE 

substitutes for the various departments, each one study- 
ing every week the lesson for one of the grades. 

In the Massachusetts State Convention, soon after 
the graded lessons were introduced, a speaker in the 
evening preceding the elementary con- 
ference magnified the difficulties that 
would follow the use of the graded lessons. Among 
other things he declared that it would be impossible 
to find substitute teachers. The next day in a church 
filled with elementary teachers in conference, the ques- 
tion of substitute teachers came up, and from all over 
the church teachers rose to say that they had secured 
substitutes from the senior and adult classes, adding 
that the only difficulty about that plan was that these 
substitutes so soon became eager to enlist as regular 
teachers, and there were no classes for them. 

Whatever plan is followed, the persons who are 

asked to serve as substitutes in the junior department 

will unquestionably find both pleasure 

SubSEg" 1 and benefit in studying the junior les- 
sons. In fact many regular teachers 
have testified that they have learned more of the Bible 
since they began teaching the graded lessons than they 
had gained in all their previous study. 



CHAPTER V 
THE WORK TO BE DONE 



67 



CHAPTER V 

The Work to Be Done 

The function of all education is to put the indi- 
vidual in possession of his powers, to make him master 

of himself. In other words the purpose 
The Aim of the i i • « . L - -, A • • 

Sunday School underlying all instruction and training 

is character building. The State, 
through its magnificent public school system, is aiming 
to develop the children and youth of to-day into in- 
telligent and loyal citizens of to-morrow. The church, 
through its Sunday school, is also an educational in- 
stitution but its purpose is broader, since it includes 
evangelism as well as education. In its aim is found 
every moral purpose that is held by so-called secular 
educators, but its specific object is to bring the indi- 
vidual into such personal relations with God through 
Jesus Christ that the highest forms of the Christian 
ideal may be realized in his life. 

Upon the junior department -of the Sunday school 

falls the responsibility for instructing and training the 

children during the four years from 

Opportunity nine to twelve - There is no period in 

the life of the individual from the point 

of view of character building that is more important 

69 



70 -INTRODUCTION AND USE 

than this. The children come from the primary de- 
partment facing four years of slow growth and greater 
physical strength; a period of brain organization, of 
rapid acquisition of knowledge, of easy memorization 
and of habit formation. They are also advancing 
steadily toward the time when their relationship with 
the Lord Jesus Christ as their Saviour, which has not 
hitherto been realized fully, will normally come to be 
recognized and the life dedicated to him. 

These few facts out of many that might be given 
(see chapter II for a fuller description), show how 
great is the opportunity afforded to the church, and 
also how large is the responsibility that rests upon the 
pastor and officers of the church, as well as upon the 
Sunday school itself, to see that these strategic years 
are not allowed to drift by unimproved. The failure 
to provide the best instruction and culture for the 
spiritual life of the child at this time will make im- 
possible the richest and fullest type of Christian char- 
acter in the years that follow. 

There are several factors through which the aim of 
the Sunday school is to be accomplished — the atmos- 
Factorsin phere of the school, the spirit which 

Religious animates it, the service of worship, the 

Education music, the personality of the teachers 

and officers, the lessons which are taught and the guid- 
ing of the expressional activities, the recreation, amuse- 
ments, and play of the pupils between Sundays. Every 



OF THE GRADED LESSONS 71 

one of these has its influence and all are needed if the 
resulting character is to be well rounded. 

The course of lessons through which instruction is 
to be given in any school is of paramount importance. 

The great source of material for reli- 
Factor gious education is the Bible, but that 

book is not so arranged that lessons 
may be taken from it consecutively, progressing from 
Genesis to Revelation as the child grows through child- 
hood to youth and on through mature life to old age. 
Selections must be made, and the need of the pupil 
is the determining factor regarding what shall or shall 
not be used, as well as concerning the order in which 
the various types of materials shall be presented. It 
is not difficult for any teacher to see that a uniform 
lesson taught to all ages of pupils cannot by any possi- 
bility meet the needs of all at the same time, since those 
needs vary in each year of development. Even in 
Paul's time it was known that the Bible contains both 
strong meat and milk, and the advisability of giving 
the milk to babes was recognized. But if this is to be 
done selections must be made, and graded lessons be- 
come a necessity. It is evident that any genuinely 
graded course is better than one which is not graded, 
and there are many graded courses now on the market. 
Regarding the International Graded Course as com- 
pared with other graded systems, it is sufficient to say 
that these have the great advantage of having been 



72 INTRODUCTION AND USE 

selected, not by any one person for all grades, nor by 
a few scholars, working solely on a theoretical basis, 
but by many teachers, every one of whom was, and 
had been for some time, a specialist in the practical 
work of the grade for which he helped to choose the 
lessons. 

In Appendix A will be found the general purpose 
and specific aims of the International Graded Course 
from the beginners' through the senior years. These 
aims show how the lessons develop with the growth 
of the individual not only by periods but year by year. 
In the beginners' the aim is "To lead the little child 
to the Father." The aim of the primary series is "To 
lead the child to know the heavenly Father and to 
inspire within him a desire to live as God's child." 
Upon this foundation, the junior builds and has for 
its aim, "To lead the child to become a doer of the 
Word and to bring him into conscious relations with 
the Lord Jesus Christ as his Saviour." In addition 
to these, each year has its own aim, which each lesson 
in the year helps to realize. 

It is easy to see how, in these three groups, the 
pupils are led into ever broadening conceptions of reli- 
gious truth. If the work in the junior period has been 
accomplished as it should be, the intermediate aim 
becomes possible of realization. "To lead to the prac- 
tical recognition of the duty and responsibiliy of per- 
sonal Christian living, and to organize the conflicting 
impulses of life, so as to develop habits of Christian 



OF THE GRADED LESSONS y$ 

service." After such a course the youth will enter 
eagerly upon the senior studies, because he can see 
that they will help him to solve the life problems of 
which he is beginning to become conscious. The aim 
here is, "To lead the student to see life in its proper 
perspective from the Christian point of view, and to 
aid him in finding his place and part in the world's 
work." Further, it is "to lead the student through 
frank discussions of his limitations and possibilities 
and his relations to the kingdom of God, to a realiza- 
tion of the claims of Christ his Saviour and Lord, 
and of his service as a true basis of successful living." 

Junior teachers are fortunate in having had pro- 
vided for their use a series of lessons constructed with 

all the needs, interests, and possibilities 
The Teacher's 
Work of the junior period in view 7 . But the 

lessons will not teach themselves. It 
is necessary to have teachers who w T ill use them w r ith 
enthusiasm, understanding, and skill, if the aim is 
to be fully realized. This does not mean that all Sun- 
day school workers must be university graduates. The 
finest equipment is none too good, for when there is 
enthusiasm for the task it is unquestionably true 
that the best trained teacher will do the best work. 
But no amount of education can take the place of love 
for Christ and for his children, love for the work of 
training them, determination to succeed, interest in the 
lessons, and the courage to face and to do hard tasks. 



74 INTRODUCTION AND USE 

The person who has these may do splendid work even 
though his educational opportunities have been limited. 
The workman "who needeth not to be ashamed" is 
the one who invests every talent that he has, whether 
it be one or ten, in the business of religious training. 
He studies his pupils, knows their home environment 
and their special needs as well as the characteristics 
common to junior children generally. He tries to be 
the embodiment of the virtues and habits to which 
he wishes his pupils to attain. He does the work that 
he wishes them to do, whether it is handwork or 
memorizing hymns and Scripture. He works with 
the children and encourages them by incentives and 
rewards in order that habits of industry, of meeting 
responsibility promptly and cheerfully, and of regu- 
larity in the study of God's Word may be established. 
Above all else he is a faithful follower of the Lord 
Jesus Christ, to whom he is aiming to lead the children 
entrusted to his care. 

With such a teacher and lessons prepared with the 
needs of the pupils in view, as were the International 
Graded Lessons, the junior aim will be realized. Right 
habits will be formed, high standards will be raised, 
and at some time before the end of the period the 
great majority of the pupils will come to the place of 
definite decision, and give their lives to the Lord Jesus 
Christ. 

The superintendent and teachers who are about to 



OF THE GRADED LESSONS 75 

introduce the graded lessons, after studying chapters 
I and II of this manual, will find it 
Anal zed helpful to take the purpose of the 

graded lessons (see Appendix A), and 
then, using the outlines of the lessons (Appendix B), 
beginning with the first year, list each lesson under 
that part of the purpose which it fulfills. Before the 
end of the first year is reached it will be found that 
every phase of the purpose in its broad outline has 
been touched upon, and as the analysis is continued 
through the other years the scope, comprehensiveness, 
and value of the lessons will be clearly seen. 

After the lesson analysis there, should be a specific 

examination of the Pupil's Book for Work and Study. 

That is the text book which the pupil 

Book* 3 * uses ' an< ^ ^ e teacher must know its 

every requirement. This does not imply 
that the teacher must slavishly follow the instruc- 
tions as given in the work book, but when any de- 
parture is made from the instructions in the book, 
the fact and the reason for it must be given to the 
class. This should not be done, however, without a 
very strong reason, as it will tend to decrease the 
pupil's respect for the book which he uses, and that 
is always unfortunate,. The teacher must not only 
study the work book but do the work in it, as the pupils 
are expected to do it. In the three years following the 
first the teacher will need to be careful that his work 



76 INTRODUCTION AND USE 

book is not used by the pupil as something from which 
to copy answers to questions and outlines. The work 
book to be of real value must be an expression of 
the knowledge which the pupil has gained. He may 
need help occasionally in wording what he wishes 
to write, but should do everything that he can by him- 
self. 

Before the actual introduction of the lessons it is 
not possible to anticipate the problems that will arise 

or all the rules that it will be necessary 
Policies to ma ^ e ^ or the guidance of teachers 

and superintendents in their tasks. But 
two things should be settled as the policy of the depart- 
ment from the beginning. It should be determined 
that three work books for each year completed in a 
satisfactory way will be required for honorable promo- 
tion for all pupils who are in the department for the 
full time. That is twelve work books completed would 
be the requirement for a pupil who had been in the 
department four years. This will give sufficient lee- 
way so that if a pupil does only two the first year he 
can be told that if he does four the next year he can 
still earn promotion with honor at the end of the 
course. Doing the work in these books implies learn- 
ing the memory texts, and no one should be given full 
credit who does not do so. The reason why this mat- 
ter should be decided is. that it must be announced 
to the children at the beginning of the course, and 



OF THE GRADED LESSONS 77 

frequently reiterated during the first part of the 
year. 

The second matter that should be settled at the be- 
ginning is that the teachers shall remain in the grade 
and the pupils pass on. If the lessons are introduced 
in the manner suggested in chapter VI, some teachers 
will be obliged to take another grade the second year; 
but no teacher should go on with the same class, as 
that will create a feeling of dissatisfaction in every 
other class which is not allowed to keep its teacher. 

As soon as the work is started, a teachers' meeting 

by grades is the best method that can be taken by a 

superintendent to help the teachers and 
Teachers in • r , 1 1 \ 1 1 

Training unity the work. A good plan is to 

choose some one day in the week to be 
known as the day for teachers' meetings. Suppose the 
day chosen to be Thursday. Then the first year teach- 
ers will meet on the first Thursday in the month, the 
second year teachers on the second Thursday, the third 
year on the third, and the fourth year on the fourth. 
When the day occurs five times in a month there 
should be a departmental teachers' meeting on the 
fifth Thursday when all the groups come together and 
matters of interest to all are discussed. 

If the department is so small that there are but four 
teachers all could meet every week and talk over each 
of the four lessons, if it seemed best to do the work 
in that way. But whatever plan is followed the teach- 



78 INTRODUCTION AND USE 

ers themselves should do some part of the work in 
each meeting, and the emphasis should be put upon 
the telling of the lesson stories. For in the instruction 
of children only those are teachers in any true sense 
of the word, who can tell a story both in an interesting 
way and in such form that the truth which is in the 
story will shine out clearly from it. The practice that 
a teacher gets when telling a story to a class of fellow 
teachers is the best possible training in story telling, 
especially when all the teachers have the earnest desire 
to help and be helped by kindly criticism. 

Every junior department should be pervaded by a 
spirit of intense loyalty and enthusiasm. Such a spirit 

in the group inspires each individual 
gp^ with high ambitions and purposes. But 

it must be caught rather than taught, 
and if it is not present in the teachers it cannot be com- 
municated to the children. The true department spirit 
is characterized by loyalty to the work and plans of 
the department and to the church of which it is a 
part, interest in and love for all the members of the 
department, and a determination to make the depart- 
ment measure up to the highest possible standard. 
The superintendent should have as a constant aim the 
fusing of teachers and pupils into an organization 
which is enthusiastic, loyal, ambitious to succeed, and 
cheerfully industrious. 



CHAPTER VI 

STARTING THE COURSE IN THE 
DEPARTMENT 



79 



CHAPTER VI 
Starting the Course in the Department 

It would seem at the first glance as if the self- 
evident plan for the introduction of the junior graded 
Lessons lessons would be to give the first year 

Introduced lessons to the children classified as first 

grade, and similarly equip each of the 
succeeding grades with the lessons prepared for them. 
But it must be remembered that the junior lessons are 
part of a closely graded course, and that the studies 
of each year form part of a four years' series. Each 
section of the course presupposes that the work out- 
lined for preceding years has been done. Pupils who 
have not had any graded studies up to this time are 
not up to the grade, and are therefore not able to 
appreciate or understand the studies in the grade for 
which the lessons were prepared. Especially is this 
true in the two last years of the junior series. 

Some schools which have been using the uniform 
lessons for their juniors, have combined with those 
lessons the use of the graded supplemental lessons 
issued by the International Elementary Department for 
beginners, primary, and junior children. Where these 
lessons have been in use the children are better able 

81 



82 INTRODUCTION AND USE 

to take the new graded lessons than they would other- 
wise be, but this is only a partial preparation. Schools 
which have been using other systems of graded lessons 
are also in a better position to introduce this study; 
but since the selection of material, the method by 
which it is presented to the pupil, and the kind of work 
given to him to do, are different in this course, it 
might not be best even with a graded lesson study 
preparation, to introduce all four years of the lessons 
at one time. 

If neither teachers nor pupils have had any knowl- 
edge of graded lessons, and it is therefore thought best 

to introduce the lessons gradually, it 
Plan for the . . , ...... r 

Average School 1S a ? ood P lan to ? lve the children of 

the first and second grades (those nine 
and ten years of age) the first year lessons, and to 
those of the third and fourth grades (children eleven 
and twelve years old) the second year lessons. 

The next year the first year children, those just pro- 
moted from the primary, would have the first year 
lessons; the second year children, those who had just 
completed the first year lessons, would also fall regu- 
larly into line with the second year lessons. The third 
and fourth grade children would study the third year 
lessons. The next year the whole four grades would 
be on a regular basis, each year's work being done by 
those for whom it was prepared. 

Since it is necessary that pupils who have reached 



OF THE GRADED LESSONS 83 

the age of thirteen shall be transferred to a depart- 
ment where adolescents are grouped to- 
Promotions - « 1 - . . 

Each Year gether, and where their needs are 

known and met, it must follow that 
each year the fourth grade pupils will be promoted. 
The first year they will have but one year of the 
graded lessons to their credit, but if they have done 
all the work that they had an opportunity to do, and 
have performed it in a satisfactory manner, they de- 
serve honorable promotion and a diploma.* The 
second year that the graded lessons are in use the 
promoted pupils will have had two years of the graded 
work, and after the lessons have been installed four 
years pupils will be graduated who have had all of 
the lessons outlined for the junior grades. 

Even then, however, it will not be possible to esti- 
mate accurately the value of these lessons. Only after 

pupils are graduated from the junior 
Tested w ^° ^ ave had the full course from the 

beginners through the primary can we 
tell just what the use of these graded lessons will 
accomplish for the children. A judgment founded on 
anything less than a full test of the course is intrinsi- 
cally unjust. The school which says, "We tried the 
graded lessons for a year and then went back to the 
old system, for we found them a failure," knows noth- 
ing of graded lessons at all. No real test of any system 

* See Appendix for descriptions of diplomas and certificates. 



84 INTRODUCTION AND USE 

can be made until it is installed in all its parts, and 
each in full running order. 

It must be remembered that while the introduction 
of graded lessons is an evolution in Sunday school 
instruction, it is an evolution accom- 
Task • plished by means of a revolution. 

Nothing more completely diverse can 
be imagined than the uniform lesson plan which ap- 
plies one lesson passage to all grades of the school, 
and the graded lesson plan which takes the needs of 
the pupils as the determining factor and prepares a 
different series of lessons for each year of the develop- 
ing life. A distinguished educator in the secular 
field, speaking of the change which is brought into 
the Sunday school by the introduction of the graded 
lessons, said, "It is an absolute revolution, and I am 
free to confess that if any such change were intro- 
duced into our public school system it would de- 
moralize the work, for a time at least, in spite of the 
fact that we have trained teachers and supervisors." 
He marveled over the fact that this great change has 
been made in thousands of schools with so little appar- 
ent difficulty. 

These facts are mentioned not to discourage any 
one, but simply to show the necessity for careful plan- 
ning and study, and for patient con- 
Essential tinuance in well-doing, and persever- 

ance. It is to be expected that problems 
will arise, some of which will be common to all schools 



OF THE GRADED LESSONS 85 

undertaking this work, and some peculiar to the indi- 
vidual school because of local conditions. But obstacles 
should be only incentives to renewed effort and stimu- 
lants to ingenuity. 

The true Christian is inspired by one great passion, 
the passion for knowledge of God and power to do 
his will. The one to whom God has intrusted the 
education of his children must have one even greater 
passion surging in his soul — the passion to meet the 
spiritual needs of those under his care by giving them 
a knowledge of God their Father, and Jesus Christ 
their Saviour, and so training them that as they grow 
in stature they will also grow "in wisdom, and in favor 
with God and man." The graded lessons can be used 
successfully in any school whose teachers and officers 
are animated by such a spirit. 



The furniture and other equipment of a Sunday 
school room are not a matter of necessity or con- 
venience solely. If fitly chosen they will take their 
place as effective silent teachers, inculcating order, 
neatness, reverence, and love for God's house. 



CHAPTER VII 

CONDITIONS AND EQUIPMENT 
FOR TEACHING 



87 



CHAPTER VII 

Conditions and Equipment for Teaching 

The first and most important requirement for the 
best work is that there shall be a separate room, and 
that the juniors shall be in that room 
for the whole time of the Sunday school 
session. It is impossible for the opening and closing 
services of the main school to be what they should be 
for the older members of the school, and at the same 
time fit the needs of juniors. The fact is that they are 
generally constructed on an adult plane, too adult, 
too formal, and too abstract to appeal to children of 
the junior age in any way. As a general rule more 
time is given to such exercises than the juniors can 
afford in justice to the needs of the instructional side 
of the work. Two lesson periods are required : fifteen 
minutes for the correlated work, that is for the giving 
of information which is necessary as a background, 
and twenty minutes for the lesson through which the 
highest spiritual truth is to be communicated. If the 
session were two hours long every moment of the time 
could be employed to the greatest advantage, for in 
addition to the service of worship, the correlated 

89 



9o INTRODUCTION AND USE 

period, the lesson time and the moments devoted to 
the taking of credits and other business, a good deal 
of time could be spent profitably in the study of the 
geography of Bible lands, and in some forms of hand 
work. 

When the whole school meets in a general assembly 
the children lose not only by having unsuitable exer- 
cises but through failure to receive the training which 
a well-planned and reverently conducted junior service 
gives. 

Through the use of the junior programs which are 
.provided for each quarter, the children become famil- 
iar with many of the best church hymns and a large 
amount of Scripture in addition to the memory texts 
and hymns which are a part of the lesson plan. The 
arrangement of the program is such that it will minis- 
ter to the needs of the children, and through it many 
habits are formed and fixed which are invaluable 
assets in Christian character. 

In securing the equipment for a junior room, if 

one could have everything that could be. desired, there 

„ . would be a piano, six-sided folding 

Equipment 

tables for the classes, comfortable 

wooden chairs sixteen or seventeen inches in height, a 
class box for each table, a record of credits, pencil box 
with a pencil in it for each member of the class, 
a pad of note paper, a class book for marking attend- 
ance, and an envelope for the class offering. There 



OF THE GRADED LESSONS 91 

would be an anteroom with plenty of hooks for the 
hats and wraps, and the junior room would be as 
beautiful as it could be made. 

But there are few schools which consider themselves 
able to equip any of the rooms in this way, so it is well 
to consider what things are necessary, get those, and 
work for the most necessary part of the equipment one 
thing at a time. It is a question whether it is any 
better for a school than it is for an individual to be 
so well provided for that there is nothing left to be 
desired; but most of our schools are suffering from 
the other extreme, and are constantly engaged in a 
struggle with the problem of how to get money to buy 
the actual necessities. 

Some kind of a musical instrument is a necessity 
if the juniors are to be educated in worship, for unless 

they have an opportunity to express 
Equipment themselves in song the spiritual life 

must be dwarfed to some extent. 
Chairs are a necessity. It is essential that the pupils 
shall be comfortable and that their health shall be 
conserved. For both of these reasons there must be 
some provision for taking care of the hats and wraps 
during the session. When this must be done in the 
room where the department meets, the best w x ay is 
to have a shelf on one or more sides of the room, 
at the height of an ordinary wainscoting, with hooks 
under it. A brass rod under the edge of the shelf on 



92 INTRODUCTION AND USE 

which denim curtains may be hung, makes a neat 
finish, and covers the hooks when not in use. One or 
two graceful vases or jardinieres on the- shelf help to 
make the room attractive. 

Each pupil must have a Bible and should have one 

of his own for obvious reasons. It is best that the 

„ , home should give the Bible to the child, 

Books . . 

but where this is not or cannot be done, 

the school must provide some way in which the child 

can earn the Bible, or give it to him outright. Each 

pupil must have the Pupil's Book for Work and Study. 

The teacher must have the Teacher's Text Book and 

also a copy of the work book which the pupil uses. 

Tables are not an absolute necessity, but they are so 
exceedingly valuable that no department should be 

content to do without them. The 
Class Boxes children themselves will be interested 

to work for them, but there are so 
many other things that are desirable, that anything 
so necessary for the best work as are the tables should 
be provided by the school if possible. Neatness and 
order have a very vital relation to reverence in a Sun- 
day school room. In any place where the work is 
being done tools are required, and there will be an 
appearance and sense of disorder unless there is 
definite provision made for keeping the tools in some 
sort of a box on the table. The best boxes for this 



OF THE GRADED LESSONS 93 

purpose are the so called letter boxes, procurable at 
almost any stationer's. They are covered with black 
cloth and the right size costs about thirty-five cents. 
The best for this purpose are those which open at the 
end and have a card in the front on which the class 
number may be placed. 

Incentives are essential in the junior period to secure 
the kind and amount of work that ought to be done, 
and through it to help in the formation 

Requirements 



of the best habits. The highest form 



of incentive is commendation for effort 
put forth. We cannot be perfectly just in the com- 
mendation given unless there is a definite plan for 
keeping track of what the pupil does. Therefore each 
class should be provided with a record of credits, with 
a leaf for each member of the class and one on which 
the class credits may be noted. (See Appendix for 
description and price.) From this record the honor 
roll list is made up each month, and from the class 
credits as kept by the superintendent the class banner 
is assigned. The names of the honor roll pupils should 
be placed where they can easily be seen in the room. 
If the honor roll is beautiful in itself it will have an 
added value as an incentive. There should also be a 
class banner in a standard to designate the class gain- 
ing the largest number of credits in any given month. 
A wall temperance pledge roll is of paramount import- 
ance. 



94 INTRODUCTION AND USE 

The method of keeping the attendance varies in 
different schools. Frequently there is a general secre- 
Record of tary who keeps the records of all de- 

Attendance and partments by a card or other system. 
Offering g ut w i ia ^ ever the general plan is there 

should be a book for each class in which the names 
and addresses of the members of the class are re- 
corded, their attendance and the amount of the offer- 
ing of each individual marked each week. There 
should also be a class envelope for the offering in order 
that it may be taken to the front by the treasurer at 
the time of the offering service. 

A blackboard should be the first on the list of desir- 
able articles of equipment. Maps, a sand board, stereo- 
graphs, and post cards picturing places 

T) g sirafol e 

E i ent in the Holy Lands, a mission cabinet in 

which curios may be collected and kept, 
and two or three of the best pictures for the walls are 
among the material appliances which render easier and 
more complete the process of religious education in the 
junior period. 

The reason why so large an amount of space is de- 
voted to the equipment of a junior room is that it is 
impossible to do the best work without a separate 
room for children of the junior age. It is unquestion- 
ably true that there are many schools where it is not 
possible at present to secure a separate room, but it is 
also the fact that there are a relatively large number 



OF THE GRADED LESSONS 95 

which have a room, but use it only during the time 
devoted by the main school to lesson study. There 
are many other schools in which adult Bible classes are 
occupying separate rooms, while the children whose 
characters are not yet formed are deprived of that 
which should be the birthright of every child under the 
care of the church : namely, the best possible conditions 
for Christian nurture. The importance of the separate 
room cannot be over-estimated. Therefore teachers 
and officers should work for it unceasingly until it is 
secured. 

For suggestions concerning ways in which the work 
may be carried on and the disadvantages minimized in 
small schools see chapter XI. 



A faith in the Bible as a storehouse and revelation 
of divine thought and in truth as an effective agency 
for the production of character, which will constrain 
the teacher to make it his first aim in teaching to 
bring forth clearly the meaning of the Scripture, and 
to make his whole work fundamentally interpretative ; 
a genuine Christian character and a sincerely religious 
and prayerful life; an unaffected personal interest in 
the religious welfare of his pupils; a readiness to 
utilize moments and conditions especially favorable 
to conversion; a profound sense of his responsibility 
to share his maturing faith, rather than his question- 
ings, with the immature minds intrusted to him; 
sanctified courage, and a good sense in devising ways 
and means — these, we believe, are qualities which will 
assure not only intellectually, but religiously, effective 
Sunday school teaching. 

Burton and Mathews. 



96 



CHAPTER VIII 

THE TEACHER AND THE 
LESSONS 



97 




EQUIPMENT FOR THE JUNIOR TEACHER'S USE IN SUNDAY SCHOOL 
The Bible, with a rainbow book-mark, a copy of the Pupil's Book for Work and 
Study, a class box, pencil box, Record of Credits, a class book for marking at- 
tendance and offering, Bible post-cards, and Department Programs. 



CHAPTER VIII 

The Teacher and the Lessons 

The relative importance of the teacher as compared 
with other factors in the educational process has fre- 
quently been emphasized, and never 
with greater concreteness probably 
than when it was asserted that all that was needed for 
a university was "Mark Hopkins, a student and a 
log." It is impossible to magnify unduly the teacher's 
part in the work of the Sunday school, because every- 
thing that comes to the pupils must in a sense filter 
through the teacher. His personality is a cogent in- 
fluence. His example will be followed, his manner 
imitated, his spirit caught. So the teacher stands 
between the pupil and the highest attainments in Chris- 
tian character, either as an aid to the pupil in his 
advancement toward the ideal or as a stumbling block 
in his way. The need for teachers who are the living 
embodiment of the Christian virtues which they in- 
culcate is never greater than during the junior years. 

The unconscious tuition which is going on always 
wherever a teacher and pupil are associated, is so pre- 

99 



ioo INTRODUCTION AND USE 

eminent in importance that any discussion relating to 
the art of teaching must contain some 
Story Lessons reference to it. But our chief concern 
at the present time is with the actual 
instruction to be given by the teacher through the 
medium of the junior graded lessons. 

As has been said, the junior is the last period in 
which the story makes its greatest appeal, and it is also 
the last opportunity which the children will have to 
become acquainted with the great stories of the Bible 
as stories. Later studies will be biographical, his- 
torical, and literary. It is of the greatest importance, 
therefore, that each story shall be presented to the 
pupils so vividly that at the end of the period they will 
have all the great Bible stories as clearly in their 
minds as they have the stories associated with George 
Washington, or with any other of the outstanding 
characters of our country's history. It should be true 
of any child of ordinary intelligence who graduates 
from the junior department, that such names as Noah, 
Abraham, Joseph, Moses, Joshua, David, Saul, Elijah, 
Elisha, Naaman, Peter, John, and Paul will bring to 
the mind instantly and clearly the stories associated 
with those names. The accounts of the birth, death, 
and resurrection of Jesus and the main incidents of 
his ministry should stand out in the thought of the 
children as paramount to all other stories. 

But this can never be true of any child whose reli- 



OF THE GRADED LESSONS 101 

gious training is left solely to the Sunday school unless 
his teachers have themselves been 
and the Story thrilled by the Bible stories in the les- 
sons. One cannot stir the heart of an- 
other by the recital of anything which does not move 
his own emotions in some way. It is not enough, how- 
ever, to feel the story. The teacher must know how 
to tell the story in such a way that the truth which 
lies implicit in it will make the deepest impression. 
That is, the story must be like a clear window through 
which one may see beauties beyond. It would fail 
utterly in accomplishing its purpose if it should be like 
a stained glass window, however beautiful, for that 
fixes attention upon itself and permits no further 
vision. 

The teacher's work is not done, however, even when 
he has made the story his own, and has told it in such 
a way that his pupils know the facts of the story and 
feel its truth. He must provide opportunities for the 
children to retell the story themselves in some form, 
as only by so doing will the facts be firmly fixed in 
memory. But the knowledge of what is right does not 
in itself give the impulse and power for right doing. 
Therefore the children must be helped to live out the 
truth of the story, as otherwise the truth will die in 
the mind and have no power in character building. 
The story is important in itself as it ministers to the 
child's interest, it is doubly important because of the 
truth it conveys to the understanding, and both story 



102 INTRODUCTION AND USE 

and truth are of value in exact proportion as they in- 
fluence conduct. Our aim therefore is to have the 
children become "hearers" and also efficient "doers 
of the word." The great question is, how is the 
# teacher to bring these things to pass? 

First through study. The Bible, the Teacher's Text 
Book, and the Pupil's Book for Work and Study are 
three essentials. Many other books are 
Text Book desirable, but these three the teacher 

must have. If 'the lessons given in the 
book furnished for the teacher are slavishly followed 
the book will weaken rather than strengthen the teach- 
ing power of the one who so uses it. This book is 
intended to guide the teacher in his Bible study and 
to give sufficient information to enable him to prepare 
the lessons for himself with the needs of his own class 
in mind. It need hardly be said that this book should 
never be taken to class. It is intended for home use 
in study, not for class use in presentation. A plan or 
outline for the teaching of the lesson is always given, 
but that is meant to be suggestive only. No lesson 
could ever be made which would perfectly fit every 
class. The teacher must always adapt the lessons to 
his own pupils or he will fail to secure the best results 
from his teaching. 

Robert Burdett once said that lesson helps are a 
great deal like canned vegetables. The cans contain- 
ing the vegetables are intended to be opened in the 



OF THE GRADED LESSONS 103 

kitchen and left there. It is supposed that the contents 
will first be heated and seasoned nicely and then taken 
to the table in dainty china. The lesson quarterly 
should be opened in the home, its contents worked 
over, seasoned with interest and devotion, warmed 
with the loving personality of the teacher, and served 
to the pupil in the most attractive way possible. Even 
to take the quarterly into the class is a pedagogical 
error. For the teacher to read the lesson from it is as 
unpardonable as it would be for a housekeeper to bring 
the vegetables to the table in tin cans and offer them 
to the family unheated and unseasoned. 

It is incumbent upon the teacher to know the pupil's 
text book thoroughly, in order that the work 'may be 
The Pupil's checked and the pupil helped to get the 

Book for Work m0 st out of his study. If the teacher 
and Study j g tQ enter sympat hetically into the 

pupil's work he must do the work in the work book 
himself exactly as he wishes his pupils to do it. He 
should read the daily Bible readings regularly just 
as the pupils are expected to do. He must also paste 
the pictures in the book and do whatever writing is 
required. The only difference between the work of 
the pupils and that of the teacher should be in degree 
of perfection. The teacher's book must of course be 
a model of neatness. It is very desirable that the 
pictures should be colored and the book made as at- 
tractive as possible. This book, unlike the Teacher's 



104 INTRODUCTION AND USE 

Text Book, should be taken to the class each week. 
For a full discussion of the importance of the work 
book see chapter IX. 

The children themselves should not as a rule be 
asked to bring their work books to the class every 
week. Even though the manila cover suggested in 
chapter IX is provided, the book will be more or less 
mussed by being carried so frequently, and there is 
also danger that it will be lost. Some teachers have 
found that to paste a gold star upon each lesson when 
the writing and pasting are satisfactorily done, is a 
great incentive to the children. If this plan is adopted 
it is necessary to have the book brought each week, as 
the work must be done at the right time as well as 
in the right way in order to win the star. In any 
event it is well for the teacher to ask the children to 
bring their books occasionally for inspection, and 
always when help is needed. At other times the 
teacher's work book is all that is needed for reference. 

It is always to be remembered that this book is not 
an end in itself, but a means to an end. The end we 
have in view, and must keep in the forefront always, 
is the formation of Christian character. The work 
book rightly used is one of the important means 
through which this aim is to be accomplished. If in 
any case the preparation of the work book becomes the 
aim of any teacher the real purpose is both obscured 
and defeated. If the time of the lesson period is used 
for writing and pasting pictures, the stories cannot 



OF THE GRADED LESSONS 105 

be taught, the truth will not be comprehended or 
assimilated, and that which should be an expressional 
activity becomes wholly perfunctory. 

In the first junior year the story is presented by the 

teacher before the children have studied it in the work 

book and Bible. This makes the task 
The Lesson - - « . . 

in Class ° * e teacher comparatively easy since 

the story is new and may be given en- 
tire as a story. In the second and following junior- 
years the pupils study the lesson before it is taught in 
class, and therefore the teacher's task is more complex. 
It is of vital importance that the pupils shall have the 
story and yet the teachers must secure the cooperation 
and report of the class through questions on facts that 
have been studied. The ideal way is to tell some part 
of the lesson story or have some member of the class 
tell it, as a story each week and then let the rest come 
through answers to questions. This requires careful 
study, for the questions that are to be asked should 
be prepared as definitely as the story part of the lesson. 

It is evident that any teacher worthy of the name is 
neither a lecturer nor a mere propounder of rote ques- 
tions. If he is to succeed with junior 

rj, e . . e children he must be a real story teller. 

1 raining J 

Some teachers have supposed that they 
could not by any possibility tell stories to children, but 
anyone who is willing to pay the price can gain that 



106 INTRODUCTION AND USE 

ability. The three essentials for a story teller are, first 
that he shall know the facts of the story perfectly; 
second that he shall feel the message of the story in 
his own soul; third, that he shall practice telling 
stories. The best and quickest way for a teacher to 
learn how to tell stories is by joining with other 
teachers in a story-tellers' league. In an ordinary 
junior department this league might well be a union 
of all the junior teachers. In a large department the 
teachers of the different grades could meet in their 
own groups for this practice. This is the best way 
for the teacher to keep in training, for however con- 
scientious any teacher may be he will prepare a story 
with much greater care to tell to other teachers than 
he will one which is to be given only to his own classes. 
If after each story is told the question, "Can you think 
of any way in which that story could be made stronger 
or the truth brought out more clearly?" is asked and 
frankly answered, the exercise will be of the greatest 
benefit. 

The following standard has been adopted by many 
departments and by the junior sections in city insti- 
tutes and graded unions : 
Junior . 

Teachers I - 1 " e use °* the International 

Standard * Graded Lessons. 

2. Study of the Forewords. 

3. Attendance at departmental teachers' meetings. 

4. The pupil's book made and taken to class, and 
teacher's book carefully studied and left at home. 



OF THE GRADED LESSONS 107 

5. Familiarity with pupil's reading. 

6. The homes visited, and absentees always looked 
up. 

7. The study of at least one teacher training book 
a year. 

One of the first things that the teachers of a junior 
department should do is to formulate a standard for 
themselves, raising it high enough to give an ideal to 
work toward, but not so high as to discourage effort 
by making attainment seem impossible. 



Character utters itself only in action; and the 
forces of character flow most effectively into action 
only when they are rallied to the achievement of clearly 
conceived and firmly held purposes running through 
life or considerable stretches of time. It cannot be 
denied that very many human beings, possibly the 
great majority, never form any such life purposes, 
but live a hand-to-mouth existence, doing each day or 
each week what the time seems to dictate. Still it 
remains true that such life purposes are indispensable 
to the fullest realization of human character, and are 
peculiarly marked in the strongest and most effective 
characters of history and general experience. 

E. O. Sisson. 



Through the finger-tips to the brain is the most 
direct route, and the hand in turn is the brain's best 
medium of expression. Whether it be an algebraic 
equation, a fact of history, a philosophical truth, a 
chemical formula, or the plan of a house, unless the 
fingers can express it the brain has not formulated it 
clearly. Conversely, set them to the task of express- 
ing the idea and the brain can immediately grasp it. 
Manual methods of instruction are employed uni- 
versally in general education. By these methods alone 
we learn and are able to tell what we have learned. 

Milton S. Littlefield. 



i 08 



CHAPTER IX 

IMPORTANCE OF THE PUPIL'S 
BOOK FOR WORK AND STUDY 



109 




SAMPLE OF WORK BY NINE-YEAR-OLD CHILD 
FIRST YEAR. PART 4 



OUfa. CCA*, Wrt&t y flu«jJ« /W- 

eta' ■y* 3 *' ^urtlfi? <%Ae/ c&tsyvvu£ ^<£> Avert- 







SAMPLE PAGES OF WORK BOOK. FOURTH YEAR. PART 1 



CHAPTER IX 

Importance of the Pupil's Book for Work and 

Study 

It is trite to say that "we learn by doing," arid yet 
the method hinted at in that phrase is so fundamental 
Relation of m a ^ teaching that it can hardly be 

Doing to over-emphasized. The work book not 

Learning on jy guides the pupil in study and Bible 

reading, but furnishes opportunity for a form of self- 
expression which impresses truth and fixes knowledge 
in the mind. If the book is not used the pupils cannot 
study and will not be able to assimilate the lessons that 
are taught on Sunday. They will not only fail in these 
respects, but will form habits the exact opposite of 
those which a proper use of the book tends to estab- 
lish. 

An examination of the work books for the succes- 
sive years shows that in the first year the reading called 
for and the writing to be done are both 
Year short and simple. Definite instructions 

are given in the book concerning the 

way in which the work should be done, and there is 

in 



ii2 INTRODUCTION AND USE 

little opportunity for the child to think or plan for 
himself. The work is to be done after the lesson has 
been taught in class. The reasons for this arrange- 
ment are these: The nine-year-old children are in a 
transition stage between the primary period and the 
junior. They have had hand work to do in the primary 
department, but it has been done under the eye and 
w r ith the help of the teacher in most cases. In the first 
junior year the pupil must learn to follow printed in- 
structions accurately, and to do his work at the time 
and in the manner designated in the book. He must 
learn to handle pen and ink and paste neatly; to cut 
out pictures and put them on the pages where they 
belong. He is rapidly gaining muscular control and 
can do this work in a manner that would not be pos- 
sible for younger children, but he is not yet suffi- 
ciently advanced in knowledge to be able to do 
original work. 

Through the conscientious use of the pupil's book 

for the first year several vital points will be gained. 

' -. „ Habits of obedience, punctuality, neat- 

Habits Formed \*\ J ; 

ness, and accuracy will be formed. I he 

child will begin to work, not simply because of the 

pleasure that he finds in being busy, but because he has 

the satisfaction of attaining a desirable result through 

what he does. Interest will be generated, both in the 

Bible as a storehouse of splendid stories, and in the 

Sunday school. Through the answering of questions 



OF THE GRADED LESSONS 113 

in reviews his knowledge will be strengthened and 
fixed, and through the geographical studies at the end 
of the year he will be helped to see the stories in their 
setting, and the foundation will be laid for the ever 
broadening geographical study of Bible lands which 
comes in succeeding years. 

All of the things that can be said of the first year 

hand work are true of that of the three following 

years, except that the stereotyped 
A ProfifTGSsiv© 
Course method of the first year gives way to 

a larger opportunity for original work 

as the pupil grows older and is better able to think and 

plan for himself. In the second year the pictures are 

placed in spaces left for them in connection with the 

lesson, and spaces are left on the lesson pages for 

answering questions and for all the other writing that 

is required. The chief difference between this and the 

first year is in the difficulty of the work, an.d the fact 

that the work is to be done before the lesson is taught 

instead of afterward. In the books for the third and 

fourth years the work done by the pupils is written in 

blank note book pages, which are bound in the book 

in all except the last quarter of the fourth year, when 

a separate note book must be provided. Pictures are 

given for the complete illustration of all the lessons, 

and also for the illustration of six hymns and the 

Apostles' Creed. Maps are furnished as an aid to 

geographic study, and there are facsimiles of the 



ii4 INTRODUCTION AND USE 

Moabite stone and of verses printed in various ancient 
languages, and in many of the languages in use in 
foreign mission fields. 

It is impossible to realize the full value of the pupil's 
book until one has actually worked out each of the 
sixteen books in the series for himself. 
Stumbling ^ ut even a casua l reading of the books 

and examination of the picture sheet 
will convince any one that it is extremely important 
that the pupils shall do this work. And yet this is one 
of the stones over which many schools have stumbled 
in the graded instruction road. Some teachers have 
actually refused to give the work books to their pupils, 
saying, "It is no use. Half of the children do nothing 
with the books. It is a waste of money, so I simply 
teach the lesson and let it go at that." It is easy to 
see that such a misuse of the graded system is a tacit 
acknowledgment on the part of the teacher that it does 
not really make any difference whether the work in 
the books is done or not; it is also a distinct sacrifice 
of the interests of all the pupils because of the indiffer- 
ence and laziness of some. 

To abandon the use of the book means to give up 
all attempt to establish for the pupils the habit of daily 
Bible reading. To give the book and allow it to be lost 
or unused is to cultivate habits of carelessness, dis- 
obedience, and wastefulness. Therefore the only 
course open to the teacher is to give the work book to 



OF THE GRADED LESSONS 115 

the pupils and then with loving persistence and wise 
optimism seek to secure its proper use. 

It must be acknowledged that the task set before the 
teacher is* not an easy one. For so long a time the 
The Sunday Sunday school has made no demands 

School Coming upon the pupils for work or study dur- 
to Its Own - m g fa e week, that naturally when a 

course is introduced into the Sunday school which 
necessitates some self activity on the part of a pupil, 
he draws back and says, "I have so much to do in 
connection with my day school that I cannot take on 
anything more." Some of the parents object to the 
new plans which, they say, "make the Sunday school 
too much like the day school." What that means is 
that the Sunday school is now doing what it should 
always have done, and is giving definite graded in- 
struction in accordance with the best known methods 
of teaching. We can do no less than take a definite 
stand and demand a reasonable amount of our pupils' 
time, and then show results which will convince the 
parents that the expenditure of effort is well worth 
while. The creation of sentiment in favor of any 
new project w T hich is in the nature of a reform re- 
quires patience, tact, and quiet perseverance. We can- 
not have a graded course of lessons, at least in and 
beyond the junior age, unless the pupils do some work 
and study at home. Therefore one of the most im- 
portant of the questions which confront us is, How 



n6 INTRODUCTION AND USE 

are we to meet these difficulties and secure the doing 
of the work required of the pupils? 

In attempting any new kind of work it is always 
helpful to study the plans and methods of those who 
Determination have succeeded in the same line of en- 
and deavor. Fortunately, there are already 

Perseverance man y teachers who have succeeded in 
getting their pupils to do the work in their books, and 
do it well, so that we are able to profit by their experi- 
ence. One indispensable condition for success is that 
the teacher shall forget that there are any such words 
in the language as defeat and failure. There must be 
a fixed determination to succeed, and a patient perse- 
verance in effort, together with a perfect sympathy 
with and love for the children. The teacher should 
have a high standard, but this must not be allowed to 
create a sense of discouragement when it is found 
that the aim of "Every pupil doing the work/' cannot 
be attained in a week or a year, or even in two years. 
It must be remembered that the day school teachers 
upon whose training the State has spent millions of 
dollars, and who have the children five hours a day, 
five days in the week, do not secure all the work that 
they ask for from all of their pupils. We must aim 
at perfection of course, but such an aim would be a 
serious detriment if it led to discouragement and the 
discontinuance of effort. 

The children know intuitively what the teacher 



OF THE GRADED LESSONS 117 

really expects, and they do, not what is asked of them 

The Power of by the teacher, but what the teacher 

Will and believes in his inmost soul they are 

Example going tQ da 

The power of example is a tremendous stimulus. 
The teacher who reads the daily readings every day 
just as the children are expected to read them, and who 
does the work in the book in the way the children are 
instructed to do it, will be able to inspire his pupils as 
one who does the work in a haphazard way, and is not 
really interested in the daily reading habit can never 
do. If the teacher's book is well written and attrac- 
tively planned, especially if the pictures are colored, 
this will arouse within the children a desire to make 
one like it. The hymn illustration is always fascinat- 
ing, but the children can hardly do it alone. It is much 
more interesting if groups meet and do the work to- 
gether, and the doing of this work tends to establish 
habits and interests which make it much easier for the 
pupils to perform the regular work. Of course no 
child should be allowed to illustrate a hymn who has 
not completed his work books in a satisfactory way. 

While the power of the teacher's example and char- 
acter is a great factor in bringing the children into line 

on their handwork and study, in many 

Incentives -. J rr / 

cases this alone will not sumce. As 

we have seen, children of this age are self-centered, 

and in most cases it is necessary to make them see that 



n8 INTRODUCTION AND USE 

it is worth their while to do the work, in order to get 
the habit of industry established. The highest form 
of reward is the honor roll, for that represents com- 
mendation. The class banner is also important. Many 
boys who would never put forth any effort to gain 
honor for themselves, will work cheerfully and hard 
to win points for the class. In addition to these 
incentives, and more effective than either in the early 
junior years, is the plan of having a social or some 
other form of good time, for those who complete the 
work book in a satisfactory way. At the beginning of 
the quarter it should be announced that there will be 
such a social at the end of the quarter and that the 
ticket of admission to it will be a work book with the 
work done in it. 

In addition to incentives and example, it will be 
necessary for the teacher to give personal help and 
Sympathy, stimulation to many of the pupils, either 

Interest, and at his own home, or in the junior room 
Assistance at the c h nrc h t No pupil should be 

allowed to get so behind with his work that he will 
be too discouraged to try to catch up. Often if a 
teacher suggests a meeting at his home for a social 
hour, he can have the work books brought and easily 
induce those who are behind to make up their work 
in the first part of the evening, while those whose work 
is up to date are allowed to color their pictures, title 
page, etc. Such a plan as this does a great deal more 






OF THE GRADED LESSONS 119 

for the pupils than appears on the surface. It proves 
that the teacher has a warm personal interest in the 
members of the class, and when that becomes manifest 
they are much more favorably disposed toward doing 
the work they are asked to do. 

A junior teacher was given a class of fourth year 
boys w T ho had never formed the habit of doing their 
work in the work books. They considered themselves 
too old for the department, though none of them had 
reached the age of twelve. They were disgruntled and 
out of harmony with the work of the department. 
After a few months a decided change was seen in 
the class. They did their work well, cooperated in 
all the services of the department, and handed in some 
of the best books that were made. In talking with one 
of the boys the superintendent discovered the secret. 
"You know she really likes us. Our other teacher 

liked us well enough on Sundays, but Mrs. likes 

us all the week. She lets us come to her house every 
Wednesday night, and we do our note book work there 
if we want to, and she makes candy for us. I used to 
think I would never do that work, but I like it now." 

Some teachers, finding that occasionally a pupil 
would lose the picture sheet, have adopted the plan of 

giving the pictures out Sunday by Sun- 
Children ^ a y- Others have pasted the pictures 

in the books before giving them to the 
children. Neither of these plans will bring the best 



120 INTRODUCTION AND USE 

results. "To trust a child tends to make him trust- 
worthy." It is better to trust the children with the 
pictures, and to create a sense of responsibility by mak- 
ing the rule that new pictures shall be purchased by 
those who lose the ones given to them with the book. 
The cutting and pasting of the pictures, and their 
arrangement in the book are usually the most attrac- 
tive part of the handwork, and that which "sugar 
coats" the necessary writing. It is a serious error to 
take this part of the work from the child, or to tell him 
by implication that you think him either unable or 
unwilling to take the proper care of his materials. 

The work book is for use in the home, and should 
not be brought to Sunday school except when the 

teacher thinks it best to examine the 
Remember progress of the work. A manilla paper 

cover should be provided for each work 
book in order that the permanent cover may be kept 
fresh and clean. The picture sheet should be slipped 
under the manilla cover when the book is given to the 
pupil, so that there will be no danger that it will fall 
out and be lost as it is carried home. The pupils must 
be frequently reminded that there is to be an exhibit 
on the annual promotion day and urged to do the best 
work of which they are capable, in order that they 
may be glad to have their books examined at that 
time. This and other incentives will aid in arousing 
and maintaining effort, but the real power is that love 



OF THE GRADED LESSONS 121 

in the heart of the teacher which "believeth all things, 
hopeth all things," and is determined to bring to pass 
all the best things for the pupils. It has been said that 
we can do nothing worth while for any one unless we 
have "faith in him, hope of him, and love for him." 
This is certainly true concerning the relation of a 
teacher to his pupils. It is also true that the prime 
requisites in securing the proper use of the work books 
are faith in its value as a means for religious educa- 
tion, hope, which implies both the desire and expecta- 
tion that the work will be done, and a genuine love for 
the work as there presented. 

"Two great tasks are included in the work of nur- 
ture : the first, to see that all that comes to plastic life 
from the outside is what it ought to be, the second, 
to somehow arouse the power within to vigorous effort 
upon the best thing."* The Pupil's Book for Work 
and Study brings to the child the highest and noblest 
ideals and ideas; it is planned with the definite aim of 
arousing his power and will to learn and do the right, 
and, if properly used, it is one of the greatest of the 
means in the hands of junior teachers for the religious 
education of the children under their care. 



* The Unfolding Life, A. A. Lamoreaux. 



Do junior children know the Bible story in terms* 
of great personalities? 

Do they test greatness in terms of good will towards 
society ? 

Are they so familiar with the Bible as a book that 
they can use it as a tool in future years ? 

Have the children memorized fifteen or twenty of 
the great hymns of the church and do they know many 
of the great passages of the Bible? 

Has your church some regular method of securing 
the attendance of junior children at the regular church 
service? Do your junior children attend church 
habitually ? 

Have the teachers held a public exhibition of the 
handwork, map drawing, notebooks, etc. ? 

As a result of Christian nurture are a number of 
the junior children expressing a desire to join the 
church ? 

W. S. Athearn. 



122 



CHAPTER X 
TRANSFERS AND PROMOTIONS 



123 



CHAPTER X 
Transfers and Promotions 

One of the first questions that arise in any newly 
graded junior department is concerning the standard 
for promotion from grade to grade 
Promotion within the department, and from the 

junior department to the intermediate. 
While the process of installing the lessons is going on 
it is evident that pupils must be promoted with less 
work done than will be required of those who graduate 
after having had four years of instruction in the de- 
partment. 

At the end of the first year of graded instruction, 
for instance, the pupils who are thirteen years of age 
must be transferred to the intermediate department, 
and if they have done one year of the graded work 
in a satisfactory manner they have a right to promo- 
tion. Not until the fourth year will it be possible to 
graduate pupils who have done all the junior work; 
but we must not on this account deny to those graduat- 
ing in the mean time a proper ' recognition for what 
they have been able to accomplish. 

It is necessary, however, to decide upon a general 

125 



126 INTRODUCTION AND USE 

plan at the beginning of the course, in order that the 
Rote pupils may know just what will be re- 

Memorizing quired for promotion. In the large 

Insufficient majority of schools using the uniform 

system, with or without the graded supplemental les- 
sons, the tests for promotion have been almost entirely 
memoriter, and have generally been given at the end 
of the pupil's last year in the department. This is an 
easy plan, for the pupils are able to memorize quickly 
and can therefore learn a large amount of Scripture 
without any great difficulty. It is not a desirable plan 
for many reasons, (i) The amount of Scripture and 
the number of church hymns which a child can repeat 
after cramming for a test, do not indicate in the 
slightest degree what he has gained from his course. 
(2) The very setting of such a standard as the require- 
ment for promotion tends to divorce religion from 
life and to make the pupil think that the memorizing 
of these required passages is an end in itself. (3) It 
is not by making a supreme effort at the end of the 
year that right habits are formed ; in fact that method 
serves only to encourage the undesirable habit of pro- 
crastination which makes real efficiency impossible. 
(4) It is a plan from which the best educators are 
revolting in all lines of education. It is evident that 
the great question is not, "What can this pupil repeat?" 
but, "What have the things which he has learned 
enabled him to do and become?" (5) The require- 
ment for promotion should be in a large degree indica- 



OF THE GRADED LESSONS 127 

tive of the highest purpose of the course, and should 
form a true climax. Certainly no one who has caught 
the vision of what the graded course stands for and 
of the possibilities in its use, can ever be satisfied with 
a test which is a mere parrot-like repetition of words, 
whatever the value of those words may be when under- 
stood and woven into the fabric of life. 

What then is the value of memory work, and what 
use should be made of it? With each lesson a memory 
The Value and text is given, and unless that Scripture 
Use of Memory is memorized the work for the week is 

rk not done. It is the duty of the teacher 

to see that these verses are memorized, and to bring 
them to mind through drills and in other ways, not as 
mere verbal recitations, but as the concrete expression 
of some truth. Theoretically it might be supposed that 
the pupil who had actually learned any verse of Scrip- 
ture should be able to repeat that verse whenever asked 
to do so, and that therefore he might reasonably be 
expected to repeat all of his memory texts at the end 
of each year, and all for the four years at the end of 
the course. Practically, howevetv this is not true. In 
the first place, while this is a period in which memory 
is both strong and retentive under the proper stimulus, 
it is neither strong nor retentive unless such stimula- 
tion is provided. Interest and frequent repetition are 
essential; without the first nothing will be really 
learned, and without the second that which has been 



128 INTRODUCTION AND USE 

committed to memory will not be retained. Depart- 
mental and class drills will help greatly in fixing the 
memory verses in the minds of the children; to have 
the children mark the verses neatly in their Bibles will 
also serve to fix the passages in memory; reference to 
verses when they will strengthen the impression of the 
lesson under discussion is a plan of special value, and 
we should make use of all these aids. At the same 
time we must not be satisfied with any such meager 
test as the verbal repetition of Scripture and hymns 
when establishing a basis for promotion. Another 
point to be remembered is that with children as with 
grown people, the meaning and force of many passages 
of Scripture which the individual could not repeat with 
verbal accuracy have entered into the life with power. 

If a teacher at the beginning of the year will make a 
broad classification, similar to that given in the Pur- 
pose of th£ Graded Lessons when the 
MemoJ^Texts spiritual needs are stated (see Ap- 
pendix A) and then place every 
memory text as it is learned under one of the heads, 
it will be possible and easy to drill and review the 
verses frequently by subjects. As an illustration let 
us take the memory work of the first year. There 
might be two general divisions : God's Love and Power, 
and Our Duty to Others and to Ourselves. Under the 
first division we would classify Genesis I : I ; Jeremiah 
23:24a; Genesis 9:13; Genesis 21:20; .Genesis 



OF THE GRADED LESSONS 129 

28:15a; Psalm 121; Romans 8:28a; 1 Corinthians 
6:4; Exodus 2:24; 4:12; Psalm 32:10; Exodus 
15: 2a; 20 : 2; 15: 11; Psalm 19 : 7; Exodus 25 : 22a; 
Psalm 107 : 6; 1 John 2 : 17b. Under the second head 
we would find verses inculcating Love, I Corinthians 
13:4a; Luke 6:31; Proverbs 17:17; 3^3 a ; 4J 
24 : 29a; Luke 10 : 27; Matthew 25 : 40. Obedience, 
Genesis 6:22; Hebrews 11 :8a, c; Psalm 1:1, 2; 1 
Corinthians 12:31a; James 1 : 22a; John 13 : 15 ; Luke 
16: 10a; Matthew 7:24, 25. Praise, Luke 1 : 46, 47; 
Psalm 107 :i-8. Prayer, Psalm 25 : 4. Courage, Num- 
bers 13:30b. Repentance, Luke 15:18. Work, 
Genesis 2:15. Watchfulness, Mark 13:37. Tem- 
perance, Proverbs 20: 1. 

Such a plan for classifying and using the memory 
texts keeps the work up to date, and weaves truths, 
stories and Scripture together in such a manner as 
to make assimilation easy for the child. Nevertheless, 
it would be an error to set up as a requirement for 
promotion the verbal recitation of memory texts or 
passages. 

In addition to the memory texts these hymns are 
given in the work books for the first year : Once in 
Royal David's City; Nearer, My God, 
Hymns to Thee; The Lord Hath Helped Us; 

and Long Ago the Lilies Faded. The 
first two should be included in the memory work for 
the year, and will be easily learned, especially if sung 



130. INTRODUCTION AND USE 

as a part of the department program. The last will 
be learned by those who do the extra honor work and 
illustrate the hymn. Of course the second hymn 
should be committed to memory at the time when the 
story of Jacob's vision comes in the lessons. There 
is also a prayer song beginning "Dear Jesus, we before 
thee bow," which gives to the child a simple and fitting 
expression for contrition coupled with a prayer for 
strength to do the right. 

The Pupil's Book for Work and Study is the child's 
text book. In it are provided the references for the 
One lesson stories, the daily Bible readings, 

Requirement and the memory texts. Explanations 
for Promotion are giyen when required> and the chi l d 

is directed day by day in his work. In' the picture 
sheet maps are provided and the pupil is told how to 
use them. In fact the work book is the manual of the 
course. If the pupil does not use it he cannot be said 
to have studied the junior graded lessons at all. If 
he studies it faithfully he cannot fail to profit in knowl- 
edge gained, habits formed, and truth appropriated. 
Therefore the one requirement for promotion should 
be the work book satisfactorily completed, remember- 
ing always that the requirements of the work book are 
not met unless the_mcmory text is learned each week. 
Another necessary condition is that the work shall 
be done systematically and regularly in accordance 
with instructions. That is, pupils must not be allowed 



OF THE GRADED LESSONS 131 

to take the book at the beginning of the quarter and 
paste in all the pictures and maps and attempt to do the 
work ahead of the schedule. Neither should they be 
allowed to get behind so that it will be necessary to 
do several weeks' work at one time. The reasons for 
this are apparent. The lessons can only be understood 
when the work at home and teaching in the school go 
side by side; and the virtues of obedience, neatness, 
punctuality, accuracy, and fidelity, which the work 
book should help to make habitual, cannot be formed 
if the work is done hurriedly and spasmodically and in 
utter disregard of the instructions, in the book and the 
requests of the teacher. 

In no school is perfection demanded in the standard 

set for promotion. Therefore it would not be just to 

condition promotion on the making of 
Limitations and r t t 1 . , , r 

Exceptions work books m each year. Many 

children will complete all the books and 

be glad to do it, and all should be encouraged to do so 

in order that the habits formed during nine months 

may not be lost in the other three. But three work 

books completed represents seventy-five per cent, and 

that is the usual passing average. In case a child is 

ill, or is for other reasons actually unable to do the 

work, he must be allowed and helped to make up the 

work, and if this is impossible must be excused from 

some part of it in order that he may not be denied 

honorable promotion because of matters beyond his 



132 INTRODUCTION AND USE 

control. Of course this refers solely to a pupil who 
keeps up to the grade and does his work well when he 
has the opportunity. A test of this kind is in accord 
with the best present day methods in the day school. 
A pupil who does his work well every day in any given 
study and attains a certain average in his term marks, 
is not required to take any examination or test at the 
end of the term or year in that study. 

While there should be but this one requirement for 

promotion, it would be well to provide tests for the 

„, pupils who wish to win a higher honor 

An Honor Test \* & M1 . 

than a mere passing average will give. 

It is probable that many of our pupils would welcome 

a test of this kind at the end of the year, especially 

if it were not in any sense a requirement. 

FIRST YEAR 
Honor Test (oral) 

The Books of the Bible by divisions, except the Books 

of the Old Testament. 
The hymn, Nearer, My God, to Thee. 
At least five memory verses given under subjects. 

Extra Honor Test 
Hymn, Long Ago the Lilies Faded, illustrated. 
Hymn, Once in Royal David's City, learned at Christ- 
mas time. 
The fourth work book. 



OF THE GRADED LESSONS 133 

SECOND YEAR 
Honor Test (written or oral) 
All the Books of the Bible by divisions. 

Ability to find The Christmas Story, The Lord's 
Prayer, The Ten Commandments, "The Shep- 
herd Psalm," Junior Motto, Golden Rule, Two 
Great Commandments, and The Christian Armor, 
without having the references given. 

The Doxology. 
Names of the disciples. 

All bodies of water named and Jerusalem, Nazareth, 
Capernaum, Bethlehem, Jericho, and Mount Her- 
mon located on an outline map of Palestine. 

The verses describing the Christian Armor repeated, 
and also at least one of the great Bible songs, that 
is, such parts of the Magnificat, the Benedictus, 
and the Nunc Dimittis, as are given in the 
memory work, the Gloria in Excelsis, and the 
Great Commission. 

Hymn, The Son of God Goes Forth to War. 

Extra Honor Test 

From Greenland's Icy Mountains, illustrated. 

Two verses of A Mighty Fortress is Our God, 

memorized. 
One of the Missionary stories written and handed in. 
The fourth work book. 



i 3 4 INTRODUCTION AND USE 

THIRD YEAR 
Honor Test (written or oral) 

A description of a day in the life of an Oriental shep- 
herd, with the Twenty-third Psalm written from 
memory. 

One of the four temperance lessons written, or a com- 
position on Temperance. 

Memory texts on Wisdom, Trust, Self-Control. 

Hymn, Go Forward, Christian Soldier. 

Extra Honor Test 
Hymn, The Spacious Firmament on Higlr illustrated. 
Psalm 95 : i~7a, written from memory. 
A poster made illustrating some phase of the temper- 
ance question. 
The fourth work book. 



FOURTH YEAR 
Honor Test (written or oral) 

Explain and describe at least two of the customs pecul- 
iar to the Holy Land, such as : Salutations by the 
way; Methods of dividing time; Anointing with 
oil as a sign of honor; the Passover and its mean- 
ing. 

Ten or fifteen memory verses by subjects. 

Hymns : Jesus, Saviour, Pilot Me ; O Zion, Haste. 



OF THE GRADED LESSONS 135 

Extra Honor Test 
Jesus, Saviour, Pilot Ale ; the Apostles' Creed ; Sow 
the Seed Beside All Waters, and Now the Day is 
Over, illustrated. 

Psalm 96: 1-10 memorized. 

The story of "Our Bible and How It Came to Us." 

To give credit for promotion from grade to grade, 
attractive cards are provided. For promotion from 
the department to the intermediate a diploma has been 
prepared. (See Appendix.) 



The Sunday school of to-day is not content to make 
its work a mere succession of separate earnest efforts 
to do its pupils good. Every years work with every 
grade of pupils must be a well-ordered educational 
whole, beginning at a definite starting point and lead- 
ing, with God's blessing, to a definite result in knowl- 
edge, character, and relation of the pupil to his God. 
For each of these years, also, the work must include 
expression as well as impression; for its end is not 
knowledge but character. 

E. Morris Fergusson. 



The rural Sunday school has some distinct ad- 
vantages. It has ordinarily and normally a better 
educational environment than the city schools. Its 
pupils find better educational opportunities. The 
country boy who has the chores to do, who must drive 
the team and care for them, develops resources and is 
constantly under the stimuli of situations that produce 
in him powers of initiative, self-dependence, and ob- 
servation which the city lad often lacks. He may not 
have art galleries, but he has nature and quickening 
environment. Much of the Bible is an out-door book, 
intelligible only to those who are accustomed to think 
only in terms of out-doors. Then, in the country com- 
munity the lives of all in the school are bound closer 
together than is the case in the city. One knows one's 
neighbors who live over the hill much better than one 
can get to know one's neighbor who lives in the next 
apartment. . . . There are even advantages in the 
very smallness of the school in that this offers oppor- 
tunities for individual treatment of scholars. The 
large school is liable to become institutional. The 
small school may still know all its pupils by name and 
watch them carefully and lead them personally into 
the larger life. 

H. F. Cope. 



136 



CHAPTER XI 

PROBLEMS OF THE SMALL 
SCHOOL 



*37 



CHAPTER XI 

Problems of the Small School 

Taking the country as a whole, statistics show 

that the average number of members in our Sunday 

schools to-day is about eighty. When 
Importance of -1,1,1 1 <- 1 1 

the Problem we consi der the thousands of schools 

whose membership runs up into the 
hundreds and thousands, it is easy to see that a large 
proportion of the total number of Sunday school 
pupils must be found in the small schools. For this 
reason the problems of the small school are exceed- 
ingly important and demand careful consideration. 

The principles which should govern the work of the 
small school are exactly the same as those which are 
suited to the large school. The manner in w T hich those 
principles shall be applied varies of necessity under 
varying conditions. Even the small schools have in- 
cluded in their membership pupils of different ages. 
It is evident therefore that the need for instruction 
suited to the stage of development is just as great in 
the small school as in the large. The purpose of the 
Sunday school to meet the spiritual needs of each 
individual in each stage of his development is the pur- 
pose of every school with relation to every pupil on 

139 



140 INTRODUCTION AND USE 

its roll. That purpose should not be abandoned in any 
case because the sum of pupils enrolled is small. 

It is evident that the needs of developing life can be 
met only through progressive instruction, on the plane 
Necessity for of the pupil's attainments and interest. 

Graded The International Graded Lessons are 

Instruction j i i 

graded by years, as every course must 

be which is adequately to meet the needs of the pupils 

as they arise. It is exactly what is needed — a splendid 

closely graded course with specialized material for 

each age group or grade. 

There is no question but that the small school has 
many disadvantages to struggle against. The equip- 
ment is generally meager. In many 
Difficulties in - 1 1 1 1 r 1 

the Way cases the whole school from beginners 

to adults must meet in one room and 
that the one which is used for the church service. 
These conditions are trying, but the greatest problem 
in relation to the use of graded lessons arises from the 
fact that there are neither teachers nor pupils enough 
to provide a class for every grade. Because of this 
some people have been ready to sacrifice the purpose 
of religious education and have declared that properly 
graded instruction cannot be given in a small school. 
Others have endeavored to meet the difficulty by using 
the lessons in rotation, teaching one year of the junior, 
for instance, to all the children whose ages range from 



OF THE GRADED LESSONS 141 

nine to twelve. This does not solve the problem, 
however, for lessons used in this way cannot properly 
be called graded. Every year in the life of the pupil 
brings profound changes, and these sometimes occur 
suddenly, so that even lessons graded by years will not 
always be closely graded enough to meet the needs of 
a class. Therefore, however well the lessons are. 
selected, there will be something for the teacher to do 
in the way of adapting the lessons to his or her pupils. 

Whatever lions may stand in the way, if we are 
doing the Lord's work we must always believe that 
there is some method by which the path 
Lel^n Problem of Progress may be cleared, and attempt 
to find it. Fortunately in relation to 
the use of graded lessons in a small school the difficulty 
which seemed prohibitive has been removed and the 
way opened for genuine graded instruction. The plan, 
however, cannot be worked by the junior teacher or 
teachers alone. In fact, it is never possible for the 
junior group to solve its problems in the best w r ay 
apart from the rest of the school, but the necessity for 
cooperation is perhaps realized more easily where 
the numbers are few. It is exceedingly encouraging 
to know that in schools of fifty or less if all will work 
together graded lessons can be used all through the 
grades in the order in which they were intended to be 
taught. Rev. J. C. Robertson of Canada made a 
plan which renders this possible in any school which 



142 INTRODUCTION AND USE 

can muster six teachers.* It provides that all pupils 
five years of age shall be placed in one class, known as 
Group A; 6, 7, and 8 in another, called Group B; 9, 
10, and 11 in a third, called Group C; 12, 13, and 14 
in a fourth, called Group D; 15, 16, and 17 in a fifth, 
Group E; and 18, 19, and 20 in the sixth, Group F. 
For the five-year-old children, Group A, the first year 
beginners' lessons are to be taught ; Group B will have 
the second year primary; Group C the second year 
junior; Group D, the first year intermediate; Group 
E, the fourth year intermediate, and Group F, the 
third year senior. 

This plan is continued for a year. At the end of 
the first year's work the teacher of Group A takes the 
children who come into the school at five, and keeps 
the ones she was teaching the previous year, making a 
group containing children both five and six years of 
age. To these she teaches the second year beginners' 
lessons. The teacher of Group B keeps the pupils she 
had the preceding year whose ages will now be seven, 
eight, and nine, and the lessons taught will be the third 
year primary. The teacher of Group C keeps the 
same pupils and teaches the third year junior lessons 
to them. The teacher of Group D teaches the second 
year intermediate, the teacher of Group E the first 
year senior, and the teacher of Group F a teacher 
training course. 



* Adapted from leaflet entitled Graded Lessons in the Small School, by Josephine 
L. Baldwin. 



OF THE GRADED LESSONS 143 

The following year the teachers keep, their classes 
as before, except that the teacher of Group A each year 
takes the new pupils five years of age who come into 
the school. In each case the teachers teach the next 
year's lessons.. At the end of the third year the classes 
pass on to the next grade, and the teachers go back and 
begin the work of the triennium over again. 

By this plan the teacher of the series known as A 
would teach the first and second year beginners' les- 
sons and the first year primary; the teacher of Series B 
would teach the second and third year primary and 
the first year junior; the teacher of Series C, the 
second, third, and fourth year junior; the teacher of 
Series D, the first, second, and third year inter- 
mediate; the teacher of Series E, the fourth year inter- 
mediate, the first and second year senior; the teacher 
of Series F, the third and fourth year senior, a teacher 
training course or some elective adult course. 

One advantage of this plan is that the lessons in 
every case are those adapted to the middle one of the 
group of three ages. They are never more than one 
year in advance or behind the development of the pupil 
taught. 

But if the lessons as taught progress steadily and 
logically in accordance with the development of the 
pupil, good results can be obtained, even when the ages 
of the pupils cover a range of three years. The value 
of Dr. Robertson's plan is that it not only provides for 
all the grades of the school but makes it possible for 



i 4 4 INTRODUCTION AND USE 

all the pupils to progress in- their religious education 
by regular steps, each successive one higher than the 
preceding. A departmental plan, on the other hand, 
.makes such progression impossible for two thirds of 
the primary and three quarters of the junior pupils, 
since only those who happen to enter the department 
when the first year lessons are to be studied will be 
given the instruction in its proper order. 

In this plan the teacher of Series C would teach 
nothing but the junior lessons and the teacher of Series 
B would once in three years teach the first year of the 
junior lessons. This placing of the first year work 
is an admirable arrangement, for the first year lessons 
are taught as the primary lessons are, before the story 
is read by the pupil. 

In regard to difficulties which are likely to arise 
when any new plan of grading is introduced, see chap- 
ter IV, page 59. 

This is the plan in detail as outlined by Dr. Robert- 
son: 

Let A, B, C, D, E, F stand for the six teachers respectively. 
Let existing (or prospective) lesson courses be designated as 
follows : 

Ka. A year's course intended for Beginners aged 4 years. 

Kb. A second year's course intended for Beginners aged 5 years. 
I. A year's course intended for First Year Primary, age 6 years. 

II. A year's course intended for Second Year Primary, age 7 
years. 

III. A year's course intended for Third Year Primary, age 8 
years. 



OF THE GRADED LESSONS 145 

IV. A year's course intended for First Year Junior, age 9 years. 
V. A year's course intended for Second Year Junior, age 10 
years. 
VI. A year's course intended for Third Year Junior, age 11 
years. 
VII. A year's course intended for Fourth Year Junior, age 12 
years. 
VIII. A year's course intended for First Year Intermediate, age 

13 years. 

IX. A year's course intended for Second Year Intermediate, age 

14 years. 

X. A year's course intended for Third Year Intermediate, age 

15 years. 

XI. A year's course intended for Fourth Year Intermediate, age 

16 years. 

XII. A year's course intended for First Year Senior, age 17 years, 

XIII. A year's course intended for Second Year Senior, age 18 

years. 

XIV. A year's course intended for Third Year Senior, age 19 

years. 
XV. A year's course intended for Fourth Year Senior, age 20 
years. 
XVI. Any Adult course. 

Then a permanent system, in which (ultimately) every pupil 
will get every year's work in its proper order, can be arranged as 
follows. According to this plan, a teacher remains with a particular 
group of pupils no more than three ears. Pupils will not be ad- 
mitted under five years of age. 

Used by permission of Rev. J. C. Robertson, B.D., of Toronto, Canada. 



146 



INTRODUCTION AND USE 



Years 1915-1918, Etc. 


Years 1916-1919, Etc. 


Years 1917-1920, Etc. 


1 ! 


2 I 


3 




Pupils 5 years old 


Pupils 5 and 6 


Pupils 5, 6, and 7 


Lessons Ka 


Lessons Kb 


Lessons I 


Teacher A 


Teacher A 


Teacher A 


4 




5 




6 | 


Pupils 6, 7, and 8 


Pupils 7, 8, and 9 


Pupils 8, 9, and 10 


Lessons II 


Lessons III 


Lessons IV 


Teacher B 


Teacher B 


Teacher B 


7 1 


8 | 


9 


Pupils 9, 10, and 11 


Pupils 10, 11, and 12 


Pupils 11, 12, and 13 


Lessons V 


Lessons VI 


Lessons VII 


Teacher C 


Teacher C 


Teacher C 


10 




11 1 


12 


Pupils 12, 13, and 14 


Pupils 13, 14, and 15 


Pupils 14, 15, and 16 


Lessons VIII 


Lessons IX 


Lessons X 


Teacher D 


Teacher D 


Teacher D 


13 




*4 1 


15 




Pupils 15, 16, and 17 


Pupils 16, 17, and i3 


Pupils 17, 18, and 19 


Lessons XI 


Lessons XII 


Lessons XIII 


Teacher E 


Teacher E 


Teacher E 


16 




17! 


18 1 


Pupils 18, 19, and 20 


Pupils 19, 20, and 21 


Pupils 20, 21, and 22 


Lessons XIV 


Lessons XV 


Lessons XVI 


Teacher F 


Teacher F 


Teacher F 



To see what will be done in a particular year, follow a column downward. To 
trace the course of a pupil through successive years, follow'the corner numerals. 



OF THE GRADED LESSONS 147 

In a school in which for any reason the above plan 
cannot be adopted the junior children may be taught 

in two groups. Group 1 made up of 
piai ^ mporary girls and boys nine and ten years old, 

and group 2 those who are eleven and 
twelve. Even such a plan requires the cooperation of 
other teachers, for each year the nine-year-old children 
must come from the primary and those thirteen must 
go on into an intermediate class. The teacher of 
Group 1 would teach the first and second year lessons 
alternately and the teacher of Group 2 the third and 
fourth year lessons. This expedient, if adopted, should 
be understood to be temporary, and every possible 
effort made to introduce Dr. Robertson's plan, for 
when that is in operation every pupil receives the in- 
struction year by year in the order in which it is in- 
tended to be given. 

It is seldom possible in a small school to have com- 
plete separation for the juniors. • Some of the advan- 
tages that accrue from separation can 
Dis^artages be secured > however, if the superintend- 
ent realizes the needs of the younger 
children and plans to have the service of worship at 
least occasionally on their plane and at all times free 
from dullness and monotony.* 

A curtain or screen around the class will make it 



* For a fuller discussion of this question see the General Manual on the Intro- 
duction and Use of the Graded Lessons, chapter xiii, Graded Lessons and the 
Work of the Superintendent. 



148 INTRODUCTION AND USE 

possible to have competitive drills, to notice birthdays 
appropriately, and to lead in a brief prayer at the end 
of the lesson period. A table can be made by the boys 
of the class with the help of older boys, or the members 
can earn money to buy one. Each pupil must have a 
Bible. The honor roll may be only a sheet of heavy 
paper on which the names are written and put up in 
a prominent place. Not even that is necessary if the 
names of honor pupils are read by the superintendent 
each month. 

Under the Robertson plan classes change from one 

teacher to another the last Sunday in September every 

third year. That is, each teacher will 

Transfers 3.nd 

Promotions £ ive U P his class and be S in the work 

over again and the class will pass over 

on to another teacher at the end of the periods num- 
bered 3, 6, 9, 12, and 15 on the chart on page 146. 
The promotions from beginners to primary, primary 
to junior, junior to 'intermediate, and intermediate to 
senior will occur in each case when the pupil has 
finished some one of the series of lessons. That is, 
the oldest children in the group on completing the 
period numbered three on the chart will be promoted 
from the beginners' to the primary; the oldest of the 
group on completing period five will be promoted from 
the primary to the junior. Junior promotions are the 
only ones that will occur at the same time when a 
change is made from one teacher to another. At the 



OF THE GRADED LESSONS 149 

end of the ninth period the pupils who have studied the 
junior lessons for four years and are approximately 
fourteen years old should receive diplomas and have 
a part in the graduating exercises if they have com- 
pleted three work books for each year. (See chapter 
X on Transfers and Promotions.) 

The last Sunday in September should be "Com- 
mencement Day" in every school, large or small, and 
the recognition accorded to pupils, the exhibit of hand 
work, and all the other plans which tend to dignify the 
work of instruction and arouse interest in it, can be 
used as effectively in a small school as in a large one. 



An efficient Sunday school is one in which the work- 
ing forces understand its purpose or aim, its conditions 
and materials of operation, and its methods of pro- 
cedure; one in which duties are so assigned and re- 
sponsibilities so clearly divided that its operations pro- 
ceed with economy of effort and without waste or 
friction; one in which there is the application of all 
possible working forces and the enlistment of every 
aid available to secure desired results; one in which 
those who believe they work with God will so work 
that all his work can proceed without hindrance and 
with certainty of results. 

Henry Frederick Cope. 



Conversion is an event which ought not to be neces- 
sary in the conscious life of any human being. It 
must be said in truth that the New Testament concep- 
tion of conversion is that it ought not to have been 
necessary. It is urged upon adults who have lived for 
many years in a state of moral obliquity and aliena- 
tion from God. Conversion, in other words, presup- 
poses a previous life of sin. Unless such a life is un- 
avoidable conversion must be regarded as a means 
adapted to do away with the abnormal and to introduce 
normal conditions. How vastly better it would be to 
prevent the abnormal conditions — the long continued 
life of sin that makes conversion necessary! This 
is just what a correct conception of child religion 
effectively realized would accomplish. A religious life 
beginning with the life of the child and never lost 
would make conversion unnecessary, because the oc- 
casion for it would be obviated. 

C. W. Rishell. 



150 



CHAPTER XII 

RESULTS TO BE STRIVEN FOR 
AND EXPECTED 



151 




SOME JUNIOR GRADUATES 



CHAPTER XII 

Results to Be Striven for axd Expected 

The aim of the junior series of lessons states clearly 

the two great results which those who prepared the 

course expected to have follow its use. 
The Great Aim . ,_ 1 . , 1 M 1 1 1 

' I o lead the child to become a doer 

of the Word and to bring him into conscious relations 

with the Lord Jesus Christ as his Saviour." 

In any course of Bible lessons designed for pupils 

who develop as rapidly as do children of the junior 

age, there will be of necessity manv 
Subordinate . i *• 1 ' • 1 r 

Aims aims, subordinate to but essential for 

the best accomplishment of the chief 

aim of the course. In the four years of lessons almost 

all the great stories of the Bible are to be found. These 

are the means through which the fundamental truths 

of religion are to be given to the children, and while 

the impartation of truth is the main purpose, there is 

an incidental aim here, which is to make our pupils 

familiar with the great characters and events of Bible 

history. It is important also that the children shall 

know the lands in which Bible history was enacted. 

i53 



i 54 INTRODUCTION AND USE 

Ample provision has been made in the development of 
the course through the maps provided and the sugges- 
tions given for notebook and class work, and there is 
no reason why any child taking the course should not 
know the geography of Bible lands as well as he knows 
the geography of any other part of the world. Some 
knowledge of manners and customs is essential for the 
best understanding of the Bible, and we should expect 
our graduates to have a large amount of such knowl- 
edge. These are some of the intellectual aims, and 
they are important, for we cannot be said to have 
taught the course at all unless the pupils gain a fund 
of information along many different lines. 

It is a worthy aim to interest the children in the 
Bible and awaken within them a love for it; it is a 
splendid thing to put them at ease with 
End the Bible, so that they can find refer- 

ences easily, and locate the great pas- 
sages which every Christian ought to know. Acquaint- 
ance with the great events and characters of the Bible 
is important even on the side of general information; 
for one cannot be said to be truly educated who has 
not such knowledge. But, after all, these things are 
rather a means to an end than an end in themselves. 
"All truth dies out in the mind unless it is lived out 
in practice.'' Not only must the deeds be righteous 
and in accord with the truth taught, but there must be 
an impulse within which "uplifts, broadens, and 



OF THE GRADED LESSONS 



oo 



sweetens the whole life, and makes it like the Alan of 
Nazareth." 

Little children act all the time and think very little. 

The boys and girls of the junior age are beginning 

to think, but they are still very active/ 
Expressional 1 ,1 • r • 1 c 

Activities anc ^ their activity is far m advance of 

their knowledge. For this reason the 
course is so planned as to give ample opportunity for 
handwork, and to stimulate right doing in every direc- 
tion. By this means we may expect that the pupils 
will not only make right doing habitual, but will learn 
to love that which is highest and best. 

Under the right influence and training the spiritual 
life of a child develops at first unconsciously, but dur- 
ing this period occurs what is called the 
Crisis first great spiritual awakening, when so 

large a proportion of individuals have 
made the decision to give their lives to the Lord. To 
bring this to pass normally is the great end and pur- 
pose of the junior series, and indeed of all the teaching 
and training that has been given to the pupil up to this 
time. We may confidently expect, at some time during 
the junior period, often in the last year but in some 
cases earlier, that our pupils will become conscious of 
their relation to God as Father and to the Lord Jesus 
Christ as their Saviour, and will be ready to make 
public their determination to live the Christian life. 



156 INTRODUCTION AND USE 

Thousands of junior teachers all over the land have 

been looking forward with the clear eye of faith to 

this comsummation of their hopes and 
The 
Consummation lon g in g s - E ^er since the first year's 

lessons were issued realization has been 
taking the place of expectation and desire, for the 
children have been seen naturally and happily coming 
into a conscious religious experience. This experience 
is none the less real, and much the more normal, be- 
cause it has been only one decisive step in a long 
process of "growth in grace and in knowledge of the 
Lord Jesus Christ." In one school in New Jersey 
thirty juniors came into the church on one Sunday, 
and the teacher of a class of girls said, "My girls have 
all joined the church. I have never before been able 
to speak to any one on the subject of personal religion, 
but with these lessons it is easier to do it than not to 
do it" 

In a junior department in Pennsylvania eleven 
joined, and the superintendent wrote, "These are not 
by any means all who have taken the public step in- 
dicating their determination to lead a Christian life. 
There are many others who wish to join the church 
but are held back by their parents. The best of it all is 
that these children have given evidence in their daily 
lives that they are Christian children. We have 
watched them develop with the keenest delight, as we 
have seen how these lessons have met their spiritual 
needs." 



OF THE GRADED LESSONS 157 

Such testimonies as these have been received from 
teachers in many different parts of this country and 
Canada, from schools large and small, from those in 
rural districts, suburban towns, and large cities. The 
following will give some idea of the results that are 
being achieved : 

We have found, in our junior department, that the 
daily Bible readings in connection with the junior 
graded lessons are of great value in helping the chil- 
dren to form the habit of reading the Bible every day. 
Seventy-five per cent of our juniors are faithfully 
doing this. — Xew Jersey. 

Fully seventy-five per cent of our pupils do their 
daily Bible readings. Last year in our annual exhibit 
we displayed three hundred and forty-five completed 
books from a department of one hundred and fifty- 
seven boys and girls enrolled. — Pennsylvania. 

These lessons have stimulated Bible study and daily 
reading of the Word. — Minnesota. 

Attention is better and there is greater reverence. — 
Pennsylvania. 

My boys are learning to love the Bible and to bring 
their own copies always. — New Mexico. 

The attendance and interest have increased since we 
introduced the graded lessons. — Louisiana. 

The manual work is developing a sense of responsi- 
bility for the doing of duties connected with the 
church. — Maryland. 

The children are gaining a splendid stock of Bible 



158 INTRODUCTION AND USE 

stories. Many parents say that their children know 
more about the Bible than they do. — Ohio. 

There has been a quickened interest in study, and 
the children, for the first, have the certainty that Bible 
times were, and that the land was and still is. — Illinois. 

The pupils study the Bible more than ever before, 
and consequently know it better. — Nova Scotia. 

The pupils are more orderly during the lesson 
period, and they have acquired the habit of doing their 
work systematically because the readings are planned 
for each day. — Wisconsin. 

The boys and girls are learning lessons of neatness, 
truthfulness, and faithfulness. — North Dakota. 

There is an increased interest in the lessons, the at- 
tendance is most regular, and the pupils manifest a 
desire to serve. — Quebec. 

The leading men of our church were much opposed 
to graded lessons, but after some months they con- 
sented to the introduction of graded instruction in the 
elementary departments. Two years after the work 
was started we had a public junior demonstration in 
the form of Bible drills. After the exercise was over 
one of the most violent opponents of the system said, 
"Well, surely no one could find any fault with that, 
except this, that when those children leave the junior 
department there will be nothing left for them to learn 
about the Bible." — Alabama. 

I have noticed a marked improvement in the be- 
havior of the children during the church service and in 



OF THE GRADED LESSONS 159 

the care of their Bibles. Through the service of wor- 
ship a spirit of reverence has been cultivated, and a 
marked interest in the prayer has been noted. — Massa- 
chusetts. 

Since introducing graded lessons more than five 
years ago, quiet, orderly classes have taken the place 
of "bad" classes, especially boys. Children, too, are 
more intelligently coming into the church. — Indiana. 

The course on Temperance contained in the third 
year lessons, has meant much to us in our work with 
the children. With very few exceptions they have 
been willing to sign the pledge and they have gained 
a knowledge of the subject which will be a help to them 
when they need to take a stand on the question. — Xew 
Jersey. 

In many schools juniors are making the decision to 
give their lives to the Lord. — Nebraska. 

The graded lessons have caused many juniors to 
accept Christ and enter definitely on the Christian life. 
— Oregon. 

Our reports show a greater number of juniors com- 
ing into the church since the graded lessons have been 
in use. Also the attendance is much more regular. — 
Kansas. 

We have just closed our fourth year of the graded 
lessons. During that time thirty-six of our pupils 
have become members of the church. — Michigan. 

In March of last year fifteen from the department 
came into the church in preparatory membership. The 



160 INTRODUCTION AND USE 

pastor talked with each one personally, and was con- 
vinced that they had made an intelligent choice. — 
Massachusetts. 

Our first class, naving had graded lessons since the 
beginning of the junior course, graduates to secondary 
this next Sunday (September, 1914). The rolls of 
the classes are intact except for those who have actually 
removed from the city, and two boys whose parents 
compelled attendance on other denominations when 
they expressed desire to join the church. Every gradu- 
ate (twenty-two in number) is a member of the church, 
having made the choice without pressure. — Arkansas. 

Our last graduating class numbered thirty-three, six- 
teen girls and seventeen boys. All of the girls and 
ten of the boys were church members, at the time of 
graduation. Three other boys had made the decision 
to give their lives to the Lord and earnestly desired to 
join the church but were prevented by their parents. — 
Pennsylvania. See picture on page 152, which shows 
part of this class. 

Previous to our use of the graded lessons we had no 
accessions to the church from the junior department. 
Since our introduction of them we have had many. 
The way the lessons are planned makes it easy and 
natural to talk to the children about these things. — 
New Jersey. 

An interested scholar, plus a practical religious 
education with helpful habits which hold the pupils 
longer in the Bible school. There has been a marked 



OF THE GRADED LESSONS 161 

increase each year in the number of pupils uniting with 
the church. This is the sixth year since we began the 
junior graded lessons. We graduated a class from 
the second year in 191 1, but none from the third year 
in 1912, as the class preferred to stay and finish the 
course, and we had room to accommodate them. Some 
of the girls in the 191 1 class have taken the teacher 
training course. They are now about seventeen and 
eighteen years of age. The boys of this 191 1 class 
have organized our first successful "teen age" boys' 
class under the leadership of a bright young man of 
nineteen years. This class is a strong influence in a 
social way particularly with the younger people. — 
Minnesota. 



The Sunday school must stand unswervingly upon 
the declaration of Jesus which he made while he held 
a little child in his arms, "Of such is the kingdom of 
heaven." Jesus knew, and I insist that all passages 
in the Bible which might seem to point to any other 
view must be interpreted in the light of this declara- 
tion. That declaration is the Magna Charta of child- 
hood, and it is the corner stone of the Sunday school. 

J. T. McFarland. 



Standards are set up in every community, and the 
pupils are prepared by education and civic forces to 
meet the requirements of these standards, but the limit 
of these agencies has been reached when the appeal 
has been made through authority and law. In re- 
ligious education all standards are merged in a Per- 
sonality. This Personality is the very embodiment of 
all thai makes for righteousness — Jesus Christ. The 
definite and peculiar work of the Sunday school is to 
lead the personality of the individual to come into vital 
relation with the Personality, Jesus Christ. After 
such an aim has been accomplished, the pupil has a 
new personality, and to direct this personality into 
channels of service is the great responsibility of the 
Sunday school. . . . Such an opportunity for the de- 
velopment of individuality through the guidance of 
the divine Personality, such an opportunity for the 
true finding of self, is a clarion call to the Sunday 
schools of to-day. How shall they meet the challenge? 

Nannie Lee Frayser. 



162 



APPENDICES 



163 



Moral and religious instruction should be chiefly 
positive and constructive in its nature, and must appeal 
to the elements of right character that exist in the 
pupil. 

If it is to be effective it must recognize certain nas- 
cent stages in religious development, and must make 
use of the special opportunities which they afford. 

Sunday school instruction on the basis of the result 
of scientific investigation means simply doing God's 
work in God's way. 

Edward P. St. John. 



164 



APPENDIX A 

Purpose, Aims, and Material of the Interna- 
tional Graded Lesson Course 

The purpose of the Graded Lessons is : To meet the 

spiritual needs of the pupil in each stage of his develop- 

_ ment. The spiritual needs broadly stated 

Purpose ^ 

are these : 

i. To know God as he has revealed himself to us in 

his Word, in nature, in the heart of man, and in Christ. 

2. To exercise toward God, the Father, and his Son, 
Jesus Christ, our Lord and Saviour, trust, obedience, and 
worship. 

3. To know and do our duty to others. 

4. To know and do our duty to ourselves. 

beginners 
(Approximate age of pupils, 4 and 5) 

To lead the little child to the Father by helping him : 

1. To know God, the heavenly Father, who loves 

him, provides for, and protects him. 

2. To know Jesus, the Son of God, 

who became a little Child, who went about doing good, 

and who is the Friend and Saviour of little children. 

3. To know about the heavenly home. 

4. To distinguish between right and wrong. 

5. To show his love for God by working with him 
and for others. 

165 



1 66 APPENDIX A 

Simple Bible Stories from the Old and New 
. Testaments. Arranged by themes. 

Selected for use with little children of 
kindergarten age. 

PRIMARY 

(Approximate age of pupils, 6, 7, and 8) 

To lead the child to know the heavenly Father, and 
to inspire within him a desire to live as God's child : 
Aim 1. To show forth God's power, love, 

and care, and to awaken within the 
child responsive love, trust, and obedience. 

2. To build upon the teachings of the first year 
(1) by showing ways in which children may express 
their love, trust, and obedience; (2) by showing Jesus 
the Saviour in his love and work for men ; and ( 3 ) by 
showing how helpers of Jesus and others learn to do 
God's will. 

3. To build upon the work of the first and second 
years by telling ( 1 ) about the people who chose to do 
God's will ; (2) how Jesus, by his life and words, 
death and resurrection, revealed the Father's love and 
will for us; (3) such stories as will make a strong 
appeal to the child and arouse within him a desire to 
choose and to do that which God requires of him. 

A topical course arranged by groups under related 
themes : 

Material la Stories telling of God's Power, 

Love, and Care. 

2. Stories calling forth Love, Trust, and Obedience. 
Picturing Jesus in his life and work. Missionary 
Stories of the Helpers of Jesus. 



APPENDIX A 167 

3. Stories showing Obedience to God's will. Jesus 
doing God's will. Temperance lessons. 

JUNIOR 

(Approximate age of pupils, 9, 10, 11, and 12) 

To lead the child to become a doer of the Word, 
and to bring him into conscious relations with the 
Aim Lord Jesus Christ as his Saviour. 

1. To awaken an interest in the Bible 
and a love for it ; to deepen the impulse to choose and 
to do right. 

2. To present the ideal of moral heroism; to reveal 
the power and majesty of Jesus Christ, and to show 
his followers going forth in his strength to do his 
work. 

3. To deepen the sense of responsibility for right 
choices; to show the consequences of right and wrong 
choices; to strengthen love of the right and hatred of 
the wrong. 

4. To present Jesus as our Example and Saviour; 
to lead the pupil to appreciate his opportunities for 
service and to give him a vision of what it means to 
be a Christian. 

Arranged chronologically by periods in the first two 
years. In the last two years the chronological sequence 
Material 1S unbroken, except when a topical 

course on Temperance is introduced. 

1. Early Old Testament Stories. Stories that Jesus 
Told. 

2. Conquest and Settlement of Canaan. Stories 
from the Life of Jesus, from the lives of Apostles and 
of later Missionaries. 



1 68 APPENDIX A 

3. Stories from Hebrew History — Saul to Nehe- 
miah. Temperance Studies. Stories of the Maccabean 
Heroes. Introduction to the Life of Christ. 

4. The Gospel by Mark. Studies in the Acts. 
Stories of Later Missionaries. Studies about Our 
Bible and How it Came to Us. 

INTERMEDIATE 

(Approximate age of pupils, 13, 14, 15, and 16) 

To lead to the practical recognition of the duty and 

responsibility of personal Christian living, and to 

Aim organize the conflicting impulses of life 

so as to develop habits of Christian 

service. 

1. To present the ideals of heroic living, as exempli- 
fied by leaders of Israel who were inspired by faith 
in Jehovah, and as exemplified by North American 
leaders of like faith. 

2. To present the ideals of the Christian life, as 
exemplified by leaders whom Jesus inspired in his own 
and succeeding ages. 

3. (a) To set before the pupil, through a biograph- 
ical study of Jesus Christ, the highest possible ideals 
of Christian living in aspects and forms to which the 
impulses of his own nature may be expected to re- 
spond; (b) to lead the pupil to accept Jesus as his 
personal Saviour and the Master of his life. 

4. (a) To strengthen and encourage those young 
people who have decided to live the Christian life and 
to help others to accept Jesus as their personal Saviour, 
(b) To lead young people into a sympathetic and in- 
telligent attitude toward the Church and to help them 
to seek membership in it. (c) To awaken an interest 



APPENDIX A 169 

in Bible reading and study as a means of personal 
spiritual growth. 



The treatment here is biographical and historical. 
1. Leaders of Israel. Religious Leaders in North 

Material America. 

2. Early Christian Leaders. Later 
Christian Leaders. A Modern Christian Leader. 

3. The Life of the Man Christ Jesus. The Life of 
David Livingstone. 

4. Fundamental Principles of the Christian Life. 
The Organization of the Christian Life — The Church. 
The Text Book of the Christian Life — The Bible. . 



SENIORS 

(Approximate age of pupils, 17, 18, 19, and 20) 

1. To lead the pupil to see life in proper perspective 
from the Christian point of view, and to aid him in 

finding his place and part in the world's 
work. To lead the pupil, through frank 
confidence in himself, his limitations, and his relations 
to the Kingdom of God, to a realization of the claims 
of Christ as Saviour and Lord, and of his service as 
the true basis of successful living. 

2. To awaken in young men and women a per- 
manent interest in the development of religion as 
reflected in the history and literature of the Hebrew 
people. To relate the studies of this year to the per- 
sonal religious life of the individual student. 

3. To awaken in young people an abiding interest 
in the New Testament, and appreciation of its funda- 
mental importance to the Christian faith, and a realiza- 



170 APPENDIX A 

tion of its practical value to them as a guide in Chris- 
tian conduct. 

4. To show the gradual transformation of the world 
through the progress of the gospel; to interpret Chris- 
tian history as the unfolding and outworking of the 
spirit of Christ; to acquaint the student with the reli- 
gious heritage of Christendom; to relate him to the 
modern world-movements of Christian evangelism, 
brotherhood, and social service. 

The emphasis in the senior period is both social 
and historical. 

Material I- ^ e World as a Field for Chris- 

tian Service. 

2. Survey of the Old Testament. 

3. Survey of the New Testament. 

4. Church History from Apostolic Times to the 
Present. 



APPENDIX B 

Outline of the Junior Graded Lessons for the 
Four Years 

(Approximate age of pupils: Nine, ten, eleven, and twelve years) 

AIM OF THE COURSE 
To lead the child to become a doer of the Word, and to bring him into conscious 
relations with the Lord Jesus Christ as his Saviour. 

FIRST YEAR IN DETAIL 
(Grade 4) 

AIM 
To awaken an interest in the Bible, and love for it; to deepen the impulse to 
choose and to do right. 

I. STORIES OF THE BEGINNINGS 

1. In the Beginning. 

Teaching Material: Genesis 1: 1 to 2:3. 

Pupils' Reading: Genesis 1: 1-5. 

Memory Text: Genesis 1:1. ,— - 

2. The Garden of Eden. 

Teaching Material: Genesis 2: 4-25. 
Pupils' Reading: Genesis 2: 9, 15-25. 
Memory Text: Genesis 2: 15. 

3. Hiding from God. 

Teaching Material: Genesis 3: 1-24. 
Pupils' Reading: Genesis 3: 1-15. 
Memory Text: Jeremiah 23: 24a. 

4. Cain and Abel. 

Teaching Material: Genesis 4: 1-26. 
Pupils' Reading: Genesis 4: 3-15. 
Memory Text: 1 Corinthians 13: 4a. 

5. Review. 

Teaching Material: Genesis, chapters 1 to 4. 

Pupils' Work: Answering questions and reading Genesis 4: 20-22. 

6. The Building of the Ark. 

Teaching Material: Genesis 6: 5 to 7: 5. 
Pupils' Reading: Genesis 6: 5, 9, 14-22. 
Memory Text: Genesis 6: 22. 

7. The Flood and the Rainbow. 

Teaching Material: Genesis 7: 6 to 8: 22; 9: 12-17. 
Pupils' Reading: tjenesis 7:6; 8: 6-20; 9: 12-17. 
Memory Text: Genesis 9: 13 • 

H. STORIES OF THREE PATRIARCHS 

8. The Call of Abram. 

Teaching Material: Genesis n: 27 to 12: 9; James 2: 23. 
Pupils' Reading: Genesis 11: 31 to 12: 9; James 2: 23. 
Memory Text: Hebrews 11: 8a, c. 

171 



172 APPENDIX B 

9. Giving Lot the First Choice. 

Teaching Material: Genesis 13: 1-18. 
Pupils' Reading: Genesis 13: 1-13, 18. 
Memory Text: Luke 6: 31. 

10. Abram's Rescue of Lot. 

Teaching Material: Genesis 14: 1-24. 
Pupils' Reading: Genesis 14: 8-24. 
Memory Text: Proverbs 17: 17. 

11. Abraham Entertaining Angels. 

Teaching Material: Genesis 15: 1-6; 17: 1-8; 18: 1-33; 19: 12-28* 
Pupils' Reading: Genesis 17: 3-5; 18: 1-8; 19: 12-17, 26. 
Memory Texts: Psalm 1: 1, 2 (optional verse 6). 

12. The Song of Mary (Christmas Lesson). 

Teaching^Material: Luke 1: 21, 22, 26-55. 
Pupils' Reading: Luke 1: 26-28, 46-55. 
Memory Texts: Luke 1: 46, 47. 

13. Review. 

Teacher's Theme: Walking with God. Genesis 6: 9; Proverbs 3: 5, 6. See 
also Genesis 5: 21-24; Isaiah 30: 21; Amos 3: 3a; Hebrews 11:5; I John 
1: 6, 7; 2: 6; Revelation 3: 4, 5. 

Pupils' Reading: Genesis 5: 21-24. 

14. Ishmael in the Wilderness. 

Teaching Material: Genesis 16: 1-15; 17: 15-21; 21: 1-20; 25: 8-IO. 
Pupils' Reading: Genesis 21: 8-20. 
Memory Text: Genesis 21: 20. 

15. Abraham Willing to Offer Isaac. 

Teaching Material: Genesis 22: 1-19. 
Pupils' Reading: Genesis 22: 1-19. 
Memory Text: Psalm 25: 4. 

16. Rebekah at the Well. 

Teaching Material: Genesis 24: 1-67. 
Pupils' Reading: Genesis 24: 1-27. 
Memory Texts: Proverbs 3: 3a, 4. 

17. How Esau Lost His Birthright. 

Teaching Material: Genesis 25: 19-34; 27: i - 40. 
Pupils' Reading: Genesis 25: 27-34; 27: i _ i7- 
Memory Text: 1 Corinthians 12: 31a. 

18. Jacob's Vision of a Ladder to Heaven. 

Teaching Material: Genesis 27: 41 to 28: 22. 
Pupils' Reading: Genesis 27: 43-45; 28: i, 2, 10-22. 
Memory Text: Genesis 28: 15a. 

19. The Meeting of Jacob and Esau. 

Teaching Material: Genesis 32: 1 to 33: 20. 
Pupils' Reading: Genesis 32: 3-21; 33: 1-4. 
Memory Text: Proverbs 24: 29a. 

20. Review 

IH. STORIES OF JOSEPH 

Memory Work for the Period, Psalm 121 

21. Joseph Sold into Egypt. 

Teaching Material: Genesis, chapters 35 and 37. 
Pupils' Reading: Genesis 37: 12-36. 
Memory Texts: Psalm 121: 1, 2. 

22. Joseph and the Butler and Baker. 

Teaching Material: Genesis 39: 1 to 40: 23. 
Pupils' Reading: Genesis 40: 1-23. 
Memory Text: Psalm 121: 3, 4. 

23. From Prison to Palace. 

Teaching Material: Genesis 41: 1-57. 

Pupils' Reading: Genesis 40: 23; 41: 1-16, 25-32, 41. 

Memory Texts: Psalm 121: 5, 6. 



APPENDIX B 173 

24. Joseph's Brothers Visit Egypt. 

Teaching Material: Genesis 42: 1 to 45: 8. 

Pupils' Reading: Genesis 42: 6-16; 43: 16-34; 44= 3~i7; 45: 1-7. 

Memory Text: Psalm 121: 7. 

25. The Family of Israel Move into"Egypt. 

Teaching Material: Genesis 45: 9 to 50: 26; Revelation 3: 21; John 14: 2. 
Pupils' Reading: Genesis 45: 9-13 (optional 16-20); 46: 1-7, 28-34; 47: 7-10* 

50: 15-21; Revelation 22: 1-5. 
Memory Text: Psalm 121: 8. 

26. Review. 

Teacher's Theme: Romans 8: 28. 

Pupils' Reading: Genesis 39: 2; 41: 38-40; Isaiah 26: 3, 4. 

Memory Text: Romans 8: 28a. 

26. The Resurrection. 

Teaching Material: Matthew 28: 1-10. 
Pupils' Reading: John 20: 11-18. 
Memory Text: 1 Corinthians 6: 14. 

IV. STORIES OF MOSES AND HIS TIMES 

27. The Early Life of Moses. 

Teaching Material:' Genesis 22: 16-18; 26: 3, 4; 28: 13, 14; Exodus r. 1 to 

2: 15, 24. 
Pupils' Readings Exodus 1: 8-12, 22; 2: 3-15, 24. 
Memory Text: Exodus 2: 24. 

28. The Burning Bush at Horeb. 

Teaching Material: Exodus 2: 16-25; 3: 1-14; 4: 10-23 
Pupils' Reading: Exodus 2: 16-25; 3: 1-14. 
Memory Text: Exodus 4: 12. 

29. Moses and Aaron before Pharaoh. 

Teaching Material: Exodus 4: 27 to 6: 1; 6: 28 to 9: 35. 
Pupils' Reading: Exodus 2: 23; 6: 28 to 7: 25. 
Memory Text: Psalm 32: 10. 

30. The Passover Night. 

Teaching Material: Exodus 10: 1 to 12: 36. 
Pupils' Reading: Exodus 12: 21-36. 
Memory Text: Exodus 15: 2a. 

31. The Crossing of the Red Sea. 

Teaching Material: Genesis 50: 25, 26; Exodus 12: 37-51; 13: 17 to 15: 21. 
Pupils' Reading: Genesis 50: 25, 26; Exodus 13: 19; 14: 5-31. 
Memory Text: Exodus 20: 2. 

32. Manna in the Wilderness. 

Teaching Material: Genesis 2: 1-3; Exodus 15: 22 to 16: 36. 
Pupils' Reading: Genesis 2: 1-3; Exodus 16: 1-31. 
Memory Text: Exodus 15: 11. 

33. The Giving of the Law. 

Teaching Material: Exodus 19: 1-20; 20: 1-21; 31: 18 to 32: 20; 34: 1-9, 28. 
Pupils' Reading: Exodus 19: 1-6, 16-20; 20: 1-20 (optional Psalm 19). 
Memory Text: Psalm 19: 7. 

34. The Tabernacle in the Wilderness. 

Teaching Material: Exodus 25: 1-7; 33: 7-1 1; 35: 4-29; 36: 2-7; 40: 17-38. 
Pupils' Reading: Exodus 33: 7-1 1; 40: 17-38. 
Memory Text: Exodus 25: 22a. 

35. The Rash Act of Nadab and Abihu. 

Teaching Material: Exodus 24: 1; 28: 1; Leviticus 8: 30; 9: 22-24; 10: I— XI. 
Pupils' Reading: Leviticus 8: 30; 9: 22-24; 10: i-n. 
Memory Text: Proverbs 20: 1. 

36. The Report of the Spies. 

Teaching Material: Numbers 12: 16 to 14: 38. 
Pupils' Reading: Numbers 13: 17-33; 14: 1-10, 26-35. 
Memory Text: Numbers 13: 30b. 



174 APPENDIX B 

37. Troubles in the Wilderness. 

Teaching Material: Numbers 20: 1 to 21: 9; Psalm 107: 4-6. 

Pupils' Reading: Numbers 20: 2-13; 21: 4-9 (optional 1 John 1: 9; John 3: 

14-16). 
Memory Text: Psalm 107: 6. 

38. How God Honored Moses. 

Teaching Material: Numbers 27: 15-20; Deuteronomy 32: 48-52; 34: 1-12; 

compare Luke 9: 28-36; Revelation 15: 1-4. 
Pupils' Reading: Numbers 27: 15-20; Deuteronomy 32: 48, 49; 34: 1-12. 
Memory Text: 1 John 2: 17b. 

39. Review. 

Teacher's Reading: Psalm 107. 

Pupils' Reading: Psalm 107: 4-6, 14. IS. 

V. PARABLES OF JESUS 

40. The Parable of the Sower. 

Teaching Material: Matthew 13: 1-23; Luke S: 1-15. 
Pupils' Reading: Luke 8: 1-15. 
Memory Text: James 1: 22a. 

41. The Good Samaritan. 

Teaching Material: Luke 10: 25-37. 

Pupils' Reading: Luke 10: 25-37 (optional Deuteronomy 6: 5; Leviticus 

19: 18). 
Memory Text: Luke 10: 27. 

42. The Prodigal Son. 

Teaching Material: Luke 15: 11-24. 
Pupils' Reading: Luke 15: 11-24. 
Memory Text: Luke 15: 18. 

43. Earning the Right to Rule. 

Teaching Material: Luke 19: n-13, 15-26. 
Pupils' Reading: Luke 19: n-13, 15-26. 
Memory Text: Luke 16: 10a. 

44. The Two Foundations. 

Teaching Material: Matthew 7: 16-29; Luke 6: 46-49. 
Pupils' Reading: Matthew 7: 16-29; 1 Corinthians 3: 11. 
Memory Texts: Matthew 7: 24, 25 (optional verses 26, 27). 

45. The Wise and Foolish Virgins. 

Teaching Material: Matthew 25: 1-13. 
Pupils' Reading: Matthew 25: 1-13. 
Memory Text: Mark 13: 37. 

46. A Parable in Action. 

Teaching Material: Luke 22: 7-13, 24; John 13: 1-17. 
Pupils' Reading: Luke 22: 7-13, 24; John 13: 1-17. 
Memory Text: John 13: 15. 

47. The Last Judgment. 

Teaching Material: Matthew 25: 31-46. 
Pupils' Reading: Matthew 25: 31-46. 
Memory Text: Matthew 25: 40. 

48. Review. 

Teacher's Reading: Matthew 7: 28, 29; Luke 4: 22; John 7: 47; 2 Timothy 

4: 7, 8. 
Pupils' Reading: Luke 4: 22; 2 Timothy 4: 7, 8 (Review Luke 10: 25-37; 

Luke 15: n-24 or Matthew 25: 31-46). 

VI. THE JOURNEYS OF MOSES 

With Map Review 
Memory Work for the Period, Psalm 107: 1-8 

49. From Egypt to Mount Sinai. 

Teaching Material: Exodus 2: 1-25; 17: 8-16; 19: 1-6; Deuteronomy 25: 
17, 18. 



APPENDIX B 175 

Pupils' Reading: Exodus 2: 1-25; 17: 8-16; 19: 1-6. 
Memory Texts: Psalm 107: 1, 2. 

50. From Mount Sinai to Kadesh. 

Teaching Material: Exodus 20; 31: 18 to 32: 20; 34: 1-4, 29; 40: 17, 34-38; 

Numbers 9: 15-18; 10: 11, 12; 13: 1 to 14: 25. 
Pupils' Reading: Exodus 20: 1-17; 32: 1-6, 15-20; 40: 17, 34, 35; Numbers 

9: 15-18; 10: 11, 12; 13: 1, 2, 17-20, 25-33; 14: 6-10. 
Memory Texts: Review Psalm 107: 1,2; Psalm 107: 3, 4. 

51. From Kadesh to Moab. 

Teaching Material: Numbers 20: 1-29. 

Pupils' Reading: Numbers 20: 1-29. 

Memory Texts: Review Psalm 107: 1-4; Psalm 107: 5, 6. 

52. The Vision from Mount Nebo. 

Teaching Material: Deuteronomy 11: 8-12; 30: 19 to 31: 13; 33: 25 to 34:. 12. 
Pupils' Reading: Deuteronomy n: 10, 11; 30: 19. 20; 31: 1-3, 6-8; 34: 1-12. 
Memory Texts: Review Psalm 107: 1-6; Psalm 107: 7, 8. 

SECOND YEAR IN DETAIL 

(Grade 5) 

AIM 
To present the ideal of moral heroism; to reveal the power and majesty of Jesus 
Christ, and to show his followers going forth in his strength to do his work. 

I. STORIES OF THE CONQUEST OF CANAAN 

1. Joshua Appointed Leader of Israel. 

Teaching Material: Numbers 27: 15-23; Joshua 1: 1-18. 

Pupils' Reading: Exodus 17: 8-13; 33: 7-1 1; Numbers 13: 2, 25-33; 14: I— 

10; 27: 15-20; Deuteronomy 31: 7, 8, 23; Joshua 1: 1-9. 
Memory Text: Joshua 1:9. 

2. Rahab and the Spies. 

Teaching Material: Joshua 2: 1-24. 

Pupils' Reading: Joshua 2: 1-3, 6, 8-11, 15. 16. 

Memory Texts: Ephesians 6: 10; 1 Corinthians 16: 13. 

3. The Israelites Crossing the Jordan. 

Teaching Material: Joshua 3: 1 to 4: 24. 
Pupils' Reading: Joshua 3: 1-11, 13-17. 
Memory Text: Isaiah 43: 2. 

4. The Siege of Jericho. 

Teaching Material: Joshua 5: 10 to 6: 27. 

Pupils' Reading: Joshua 4: 1-24. 

Memory Texts: Ephesians 6: 13. Review verse 10. 

5. Defeat and Victory at Ai. 

Teaching Material: Joshua 7: 1 to 8: 28. 

Pupils' Reading: Joshua 1: 7-9; 6: 17-19; 7- 1-26. 

Memory Texts: Ephesians 6: 14, 15. Review verses 10 and 13. 

6. Joshua and the Tricky Gibeonites. 

Teaching Material: Joshua 9: 1-27. 

Pupils' Reading: Joshua 9: 1-27; Psalms 34: 13; 141: 3. 

Memory Texts: Ephesians 6: 16. Review verses 10, 13-15. 

7. Joshua's Battle Against Five Kings. 

Teaching Material: Joshua 10: 1 to 11: 9, 23. 

Pupils' Reading: Joshua 10: 1-14, 16-27; Isaiah 2: 2-4; 32: 16-18. 

Memory Texts: Ephesians 6: 17. Review verses 10, 13-16. 

8. Joshua's Last Address (Review). 

Teaching Material: Joshua 24: 1-33. 

Pupils' Reading: Joshua 1: 7-9; Psalms 27: 1, 3; 31: 1-3; 91: 14, 15; Ephe- 
sians 6: 10-12; Philippians 2: 9-1-1; James 1: 22a; Revelation 3: 5, 12; 
22: 1-5. 



176 



APPENDIX B 



II. OPENING STORIES OF THE NEW TESTAMENT 
9. The Birth of John the Baptist Foretold. 

Teaching Material: Luke 1: 1-25. 
Pupils' Reading: Luke 1: 5-23. 
Memory Texts: Luke 1: 76, 77. 

10. The Birth of Jesus Foretold. 

Teaching Material: Luke 1: 26-56. 

Pupils' Reading: Genesis 22: 18; Psalm 85: 6, 7; Isaiah 9: 6, 7; Jeremiah 23. 

5, 6; Micah 5: 2; Malachi 3: 1; Luke 1: 46-55. 
Memory Texts: Luke 1: 78. Review verses 76, 77. 

11. The Birth of John the Baptist. 

Teaching Material: Luke 1: 57-79. 

Pupils' Reading: Luke 1: 13, 57-79. 

Memory Texts: Luke 1: 79. Review verses 76-78. 

III. INCIDENTS IN THE LIFE OF THE LORD JESUS 

12. The Birth of Jesus. 

Teaching Material: Luke 2: 1-20. 
Pupils' Reading: Luke 2: 8-20. 
Memory Texts: Luke 2: 10. 11. 

13. The Presentation in the Temple. 

Teaching Material: Luke 2: 21-38. 

Pupils' Reading: Isaiah 49: 6h; 60: 1; Malachi 4: 2a; Luke 2: 22-32; Rev- 
elation 21: 23. 
Memory Texts: Luke 2: 29-31. 

14. The Visit of the Wise Men and the Flight into Egypt. 

Teaching Material: Matthew 2: 1-18. 

Pupils' Reading: Matthew 2: 1-18. 

Memory Texts: Luke 2: 32, and review verses 29-31. 

15. The Boyhood of Jesus. 

Teaching Material: Matthew 2: 19-23; Luke 2: 40-52; Hebrews 4: 14, 15. 
Pupils' Reading: Exodus 20: 12.; Proverbs 3: 5, 6; Psalm 138: 3; Matthew 
2: 19-23; Luke 2: 40-52; Hebrews 2: 18. 
Memory Text: Luke 2: 40. 

16. How John Prepared the Way. 

Teaching Material: Luke 3: 2-22. 

Pupils' Reading: Luke 3: 2-22; John 1: 6-8. 

Memory Text: Matthew 3: 3. 

17. Review. 

Teacher's Theme: The coming of the King. 

Pupils' Reading: Matthew 2: 1-23; Luke 1: 26-33; 2: 8-20, 25-28, 36-38, 

41, 42. 
Memory Texts: (Review) Luke 1: 46, 47, 76-79; 2: 10, 11, 29-32, 40. 

18. The First Followers of Jesus. 

Teaching Material: John 1: 29-49; 13: 35. 
Pupils' Reading: John 1: 29-49; 13: 35. 
Memory Text: John 1: 29. 

19. The Sick Man Forgiven and Healed. 

Teaching Material: Luke 5: 17-26. 

Pupils' Reading: Matthew 10: 1-4; Luke 4: 16-32; 5: 17-26. 

Memory Text: Luke 5: 24a. 

20. The Friend of the Friendless. 

Teaching Material: Luke 7: 36-50. 
Pupils' Reading: Luke 7: 36-50. 
Memory Text: Luke 7: 50. 

21. A Day in the Life of Jesus. 

Teaching Material: Matthew 14: 13-33; John 6: 1-2 1. 
Pupils' Reading: Matthew 14: 13-33. 
Memory Text: Matthew 8: 27. 

22. The Majesty of Jesus. 

Teaching Material: Luke 9: 18-22, 2 8 -43 a. 



APPENDIX B 177 

Pupils' Reading: Luke 9: 18-22, 28-43a; John 1: 14; 2 Peter 1: 16-18. 
Memory Text: Luke 9: 35. 

23. The Raising of Lazarus. 

Teaching Material: Luke 10: 38-42; John 11: 1-57. 
Pupils' Reading: John 11: 1-46. 
Memory Text: John 11: 25. 

24. The Triumphal Entry. 

Teaching Material: Luke 19: 29-44. 

Pupils' Reading: Matthew 26: 3-5; Luke 19: 29-40, 47, 48; John n: 55-57; 

12: 9-11. 
Memory Text: Mark 11: 9. 

25. The Death and Resurrection of Jesus. 

Teaching Material: Luke 22: 47-53, 66-71; 23: 13-25, 33~56; 24: 1-49. 
Pupils' Reading:- Matthew 27: 62-66; 28: 2-4; Luke 23: 33-56; 24: 1-9. 
Memory Text: Revelation 5: 12. 

26. Review. 

Teacher's Theme: The power and majesty of Jesus Christ. 

Pupils' Reading: Matthew 21: 1-11; Mark 16: 1-8; Luke 5: 17-26; 7: 44-50; 

9: 28-36; John 1: 29-49; 6: 1-15; n: 35~44; 19: 17, 18, 28-30. 



IV. FOLLOWERS OF THE LORD JESUS 

27. The Ascension of Jesus (Followers Commissioned). 

Teaching Material: Luke 24: 44~53; Acts 1: 1-14. 

Pupils' Reading: Matthew 28: 18-20; Luke 24: 44-53; Acts 1: 1-14; Philip- 

pians 2:9; Revelation 5:9. 
Memory Text: Mark 16: 15. 

28. The First Christian Sermon. 

Teaching Material: Acts 2: 1-47. 

Pupils' Reading: Acts 2: 1-17, 22-24, 37~43, 46, 47. 

Memory Text: Acts 2: 38. 

29. The Courage of Peter and John. 

Teaching Material: Acts 3: 1 to 4: 31. 

Pupils' Reading: Acts 3: 1-16; 4: 1-23, 29, 30. 

Memory Text: Acts 4: 13a, c. 

30. Stephen, the First Christian Martyr. 

Teaching Material: Acts 6: 1 to 7: 60. 
Pupils' Reading: Acts 6: 2-15; 7: 51-60. 
Memory Text: Revelation 14: 13a. 

31. The Journeys of Philip. 

Teaching Material: Acts 8: 1-40; 21: 8. 

Pupils' Reading: Acts 7: 58; 8: 1-17, 25-40; 21: 8. 

Memory Text: Acts 1: 8b. 

32. Saul Converted on the Way to Damascus. 

Teaching Material: Acts 9: 1-25. 
Pupils' Reading: Acts 9: 1-25; 26: 9-20. 
Memory Text: Acts 26: 19b. 

33. Saul (Paul) Going to Preach the Gospel. 

Teaching Material: Acts 9: 27; n: 22-26; 13: 1 to 14: 28. 
Pupils' Reading: Acts 11: 22-26; 13: 1-3; 14: 1-28. 
Memory Text: Philippians 3: 14. 

34. Paul and the Jailer. 

Teaching Material: Acts 15: 36 to 16: 40. 

Pupils' Reading: Acts 16: 9-40; Romans 8: 35, 37~39. 

Memory Texts: Romans 8: 35, 37. 

35. Review. (Lessons 26-34.) 

Teacher's Theme: The growth of the kingdom. 

Pupils' Reading: Genesis 22: 18; Isaiah 9: 6, 7; Daniel 7: 14; 12: 3; Mat- 
thew 28: 18-20; Mark 16: 15; Luke 2: 8-14; John 3: 16, 17; John 13: 
34, 35; James 1: 22. 

36. A Cobbler and a Map of the World — William Carey. 



1 7 8 



APPENDIX B 



Bible Readings: Psalms 22: 27, 28; 96: 1-13; Isaiah 54: 2, 3; Mark 16: 15; 

Romans 10: 12-15. 
Memory Texts: Matthew 28: 19, 20. 

37. Making the First Chinese Bible — Robert Morrison. 

Bible Readings: Psalms 19: 7~n; 119: 9, it, 105; Isaiah 2: 2-4; Matthew 

7: 24, 25; Ephesians 6: 17; 2 Timothy 3: 16, 17; James 1: 22. 
Memory Texts: Isaiah 55: 10, 11. 

38. In a Burmese Prison — Adoniram Judson. 

Bible Readings: Psalm 50: 15; Matthew 5: n, 12; 10: 16-18; 16: 24, 25; 
19: 29; 2 Corinthians 11: 24-27; 12: 9, 10. 

Memory Text: 2 Timothy 2: 3 (Margin). 
39 Seeking the White Man's Book of Heaven — Response by Jason Lee and Marcus 
Whitman. 

Bible Readings: 1 Chronicles 28: 9; Psalm 145: 18; Isaiah 45: 22; Jere- 
miah 42: 3; Amos 5: 8; Matthew 6: 33; 7: 7-11. 

Memory Text: Matthew 5: 6. 

40. Making of the Cree Alphabet — James Evans. 

Bible Readings: Psalm 119: 1, 2, 18, 33, 34, 130; Isaiah 52: 7; Habakkuk 

2: 2; Luke 24: 45-47; Acts 16: 31. 
Memory Text: Isaiah 40: 8. 

41. The Man Who Kept His Word — David Livingstone. 

Bible Readings: Psalms 121: 1-8; 135: 1-7; Proverbs 3: 5, 6. 
Memory Text: Matthew 5: 16. 

42. A Bonfire of Idols in Aniwa — John G. Paton. 

Bible Readings: Psalm 72: 18, 19; 135: 15-18; Isaiah 44: 14-17; 46: 7; 

59: 7, 8; John 3: 16; 2 Corinthians 5: 17. 
Memory Texts: Psalm 86: 9, 10. 

43. Review. 

Lesson 36-42. 

Bible Readings: Psalm 19: 7-11; 46: 1-3; Proverbs 4: 18; Isaiah 41: 10; 
Daniel 12: 3; Romans 8: 35, 37; 10: 12-15. 

V. STORIES OF THE JUDGES 

44. Deborah and Barak Defeat Sisera. 

Teaching Material: Judges 4: 1 to 5: 31. 

Pupils' Reading: Judges 2: 6-15; 4: 1-22; 5: 1-5. 

Memory Texts: 2 Chronicles 20: 15b. 

45. The Call of Gideon. 

Teaching Material: Judges 6: 1 to 7: 1. 
Pupils' Reading: Judges 6: 1-40; Psalm 27: 1. 
Memory Text: Psalm 118: 6. 

46. Gideon's Victory with Trumpets, Pitchers, and Torches. 

Teaching Material: Judges 7: 1-25. 

Pupils' Reading: Judges 7: 1-25; Hebrews 11: 32-34. 

Memory Text: Leviticus 26: 8. 

47. The Story of Ruth. 

Teaching Material: Ruth 1: 1 to 4: 17. 

Pupils' Reading: Ruth 1: 1-7, 15-22; 2: 1-23; 4: 1-11. 

Memory Text: 1 Corinthians 13: 13. 

48. A Strong Man with a Weak Will. 

Teaching Material: Judges 13: 1 to 15: 8. 

Pupils' Reading: Judges 13: 8-20; 14: 1-18; Proverbs 16: 32. 

Memory Texts: 1 Thessalonians 5: 21, 22. 

49. The Death of Samson. 

Teaching Material: Judges is:9toi6:3i. 
Pupils' Reading: Judges 16:3-31. 
Memory Text: Proverbs 1: 10. 

50. The Boy Samuel. 

Teaching Material: 1 Samuel 1: 1-28; 2: 12-26; 3: 1-21. 
Pupils' Reading: 1 Samuel 1: 11, 21-28; 2: 18, 19, 26; 3: 1-21. 
Memory Texts: Proverbs 1: 8, 9. 



APPENDIX B 179 

51. The End of Eli's House. 

Teaching Material: 1 Samuel 4: 1 to 7: 2. 

Pupils' Reading: Numbers 4: 5; Joshua 18: 1; 1 Samuel 4. 1-18; 5: 1-5; 7: 

1, 2. 
Memory Text: Galatians 6:7. 

52. Review. 

Lessons 44~5i. 

Bible Readings: Judges 4: 4-16; 6: 11-21; 7: 16-24; 16: 23-30; Ruth 2: 
1-23; 1 Samuel 2: 26; 4: 12-18. 

THIRD YEAR IX DETAIL 
(Grade 6) 

AIM 

To deepen the sense of responsibility for right choices; to show the consequences 
of right and wrong choices ; to strengthen love of the right and hatred of the wrong. 

I. STORIES OF THE KINGDOMS OF ISRAEL AND JTJDAH 

1. Saul Chosen King. 

Teaching Material: 1 Samuel 8: 1 to 10: 27. 

Pupils' Reading: 1 Samuel 8: 1-10; 9: 10-27; 10: 1, 17-27. 

Memory Texts: Proverbs 3: 5, 6. 

2. Saul Winning and Losing a Kingdom. 

Teaching Material: 1 Samuel 11: 1-13; 15: 1— 31. 
Pupils' Reading: 1 Samuel 11: 1-13; 15: 1-23. 
Memory Texts: Proverbs 3:7. (Review verses 5, 6.) 

3. David Called to a Kingdom. 

Teaching Material: 1 Samuel 16: 1-13. 
Pupils' Reading: 1 Samuel 16: 1-13. 
Memory Text: 1 Samuel 16: 7c. 

4. David and Goliath. 

Teaching Material: 1 Samuel 17: 1-58. 

Pupils' Reading: 1 Samuel 17: i-ii ? 17-58. 

Memory Texts: For those who have not committed the Twenty-third Psalm 

to memory, Psalm 23: 1, 2. For those who know the Twenty-third Psalm, 

Psalm 27: 1. 

5. David Loved by Jonathan and Hated by Saul. 

Teaching Material: 1 Samuel 18: 1 to 10: 22. 
Pupils' Reading: 1 Samuel 18: 1-16; 19: 1-12. 

Memory Texts: Psalm 23: 3, review verses 1, 2; or Psalm 27: 2, review 
verse 1. 

6. David and Saul in the Cave. 

Teaching Material: 1 Samuel 24: 1-22. 
Pupils' Reading: 1 Samuel 24: 1-22. 

Memory Texts: Psalm 23: 4, review verses 1-3; or Psalm 27: 3, review verses 
1, 2. 

7. David Chasing the Amalekites. 

Teaching Material: 1 Samuel 28: 1, 2; 29: 1 to 30: 31. 
Pupils' Reading: 1 Samuel 27: 1-7; 29: 6-1 1; 30: 1-25. 

Memory Texts: Psalm 23: 5, review verses 1-4; or Psalm 27: 4, review 
verses 1-3. 

8. The Death of Saul and Jonathan. 

Teaching Material: 1 Samuel 31: 1 to 2 Samuel 1: 27. 
Pupils' Reading: 1 Samuel 31: 1 to 2 Samuel 1: 21. 

Memory Texts: Psalm 23: 6, review verses 1-5; or Psalm 27: 5, review 
verses 1-4. 

9. David Capturing Zion and Bringing Up the Ark. 

Teaching Material: 2 Samuel 5: 1-12; 6: 1-19; Psalm 24. 
Pupils' Reading: 2 Samuel 5: 1-12; 6: 1-15. 
Memory Texts: Psalm 24: 7, 8. 



180 . APPENDIX B 

io. Nathan's Parable of the Pet Lamb. 

Teaching Material: 2 Samuel n: 1 to 12: 13; Psalm 51: i-tq. 
Pupils' Reading: 2 Samuel 12: 1-13. 
Memory Text: Psalm 51: 10. 

11. Absalom the Traitor. 

Teaching Material: 2 Samuel 14: 25, 26; 15: 1-37: 17: 1 to 18: 33. 
Pupils' Reading: 2 Samuel 15: 1-6, 13-15; 18: 9-16, 31-33. 
Memory Texts: Job 4: 8. (Review Galatians 6: 7.) . 

12. Jesus the Son of David — Christmas Lesson. 

Teaching Material: Isaiah 9: 6, 7; Luke 1: 32, 33; 2: 8-20; Acts 13: 21-23. 
Pupils' Reading: Luke 2: 8-20. 
Memory Text: Luke 2: 11. 

13. David Makes Solomon King. 

Teaching Material: 1 Kings 1: 5 to 2: 4; t Chronicles 28: 1-10. 
Pupils' Reading: 1 Kings 1: 5-10. 32-53; 2: 1-4. 
Memory Text: 1 Chronicles 28: 9a. 

14. Solomon's Wise Choice. 

Teaching Material: 1 Kings 3: 4-15. 
Pupils' Reading: 1 Kings 3: 4-15. 
Memory Text: Proverbs 9: 10. 

15. Solomon Builds the Temple. 

Teaching Material: 1 Kings 5: 1 to 6: 14. 
Pupils' Reading: 1 Kings 5: 1-14. 
Memory Text: 2 Chronicles 2: 4a. 

16. The Temple Dedicated. 

Teaching Material: 1 Kings 7: 51 to 8: 66. 
Pupils' Reading: 1 Kings 7: 51 to 8: 11. 
Memory Texts: Psalm 96: 8, 9a. 

17. The Visit of the Queen of Sheba. 

Teaching Material: 1 Kings 9: 26 to 10: 29. 
Pupils' Reading: 1 Kings 10: 1-13. 
Memory Texts: Matthew 6: 28, 29. 

18. Why the Kingdom Was Divided. 

Teaching Material: 1 Kings 11: 1-43. 
Pupils' Reading: 1 Kings 11: 4-13, 26-31. 
Memory Text: Matthew 6: 33. 

19. Rehoboam and His Rival Jeroboam. 

Teaching Material: 1 Kings 12: 1-33. 
Pupils' Reading: 1 Kings 12: 1-20. 
Memory Text: Proverbs 15: 1. 

20. King Ahab and the Prophet Elijah. 

Teaching Material: 1 Kings 16: 23 to 17: 24. 
Pupils' Reading: 1 Kings 17: 1-24. 
Memory Text: Psalm 46: 1. 

21. The Contest on Mount Carmel. 

Teaching Material: 1 Kings 18: 1-46. 
Pupils' Reading: 1 Kings 18: 3~39- 
Memory Text: 1 Kings 18: 21b. 

22. Elijah at Horeb. 

Teaching Material: 1 Kings 19: 1-2 1. 
Pupils' Reading: 1 Kings 19: 1-21. 
Memory Text: Zechariah 4: 6b. 

23. One Prophet Against Four Hundred. 

Teaching Material: 1 Kings 22: 1-18, 24-37. 
Pupils' Reading: 1 Kings 22: 1-18, 26-37. 
Memory Text: Proverbs 12: 19. 

24. Review. 

25. Elisha Begins His Work. 

Teaching Material: 1 Kings 19: 19-21; 2 King? 2: 1-22. 
Pupils' Reading: 2 Kings 2: 1-22. 
Memory Text: 2 Kings 2: 9c. 



APPENDIX B 181 

26. Naaman and Gehazi. 

Teaching Material: 2 Kings 5: 1-27. 
Pupils' Reading: 2 Kings 5: 1-27. 
Memory Text: Proverbs 28: 13. 

27. Elisha at Dothan. 

Teaching Material: 2 Kings 6: 8-23. 
Pupils' Reading: 2 Kings 6: 8-23. 
Memory Text: 2 Kings 6: 16. 

28. The Great Famine in Samaria. 

Teaching Material: 2 Kings 6: 24to 7: 20. 
Pupils' Reading: 2 Kings 7: 1-20. 
Memory Text: Deuteronomy 33: 27a. 

29. Elisha's Last Message. 

Teaching Material: 2 Kings 13: 14-25. 
Pupils' Reading: 2 Kings 13: 14-25. 
Memory Text: Ecclesiastes 9: 10a. 

30. The Downfall of the Kingdom of Israel. 

Teaching Material: 2 Kings 17: 1-18; Hosea 14: 1-9. 
Pupils' Reading: 2 Kings 17: 1-18. 
Memory Text: Hosea 14: 1. 

31. Hezekiah Rebels Against Sennacherib. 

Teaching Material: 2 Kings 18: 1-8, 13-21, 36 to 19: 1, 2, 6-19, 32-36. 
Pupils' Reading: 2 Kings 18: 13-21, 36 to 19: 2, 32-36. 
Memory Texts: Psalm 46: 6, 7. 

32. Josiah Walks in David's Ways. 

Teaching Material: 2 Kings 22: 1 to 23: 3, 25. 
Pupils' Reading: 2 Kings 22: 1 to 23: 3, 25. 
Memory Text: Isaiah 55: 7. 

33. Jehoiakim Burns the Prophet's Message. 

Teaching Material: Jeremiah 36: 1-32. 
Pupils' Reading: Jeremiah 36: 11-32. 
Memory Text: Isaiah 40: 8. 

34. Jerusalem Taken by Nebuchadnezzar. 

Teaching Material: 2 Kings 25: 1-30; Jeremiah 39: 1-18; Lamentations 1: 

1-6. 
Pupils' Reading: 2 Kings 25: 1-12. 
Memory Text: Deuteronomy 4: 23a. 

35. Review. 



n. RESPONSIBILITY FOR ONE'S SELF, NEIGHBOR, AND COUNTRY 
(Temperance Lessons) 

36. Exercising Self-Control. 

Teaching Material: 1 Corinthians 9: 24-27. 
Pupils' Reading: 1 Corinthians 9: 24-27. 
Memory Text: 1 Corinthians 9: 25. 

37. Banded Together for the Right. 

Teaching Material: 2 Kings 10: 15-17; Jeremiah 35: 1-19; Ecclesiastes 4: 

9-12. 
Pupils' Reading: Jeremiah 35: 1-19. 
Memory Text: Ecclesiastes 4: 12. 

38. Courage to Do the Right. 

Teaching Material: Daniel 1: 1-2 1. 
Pupils' Reading: Daniel 1: 1-2 1. 
Memory Text: 1 Corinthians 16: 13. 

39. Signs of Progress in Our Country. 

Teaching Material: Deuteronomy 8: 7-20. 
Pupils' Reading: Deuteronomy 8': 7-20. 
Memory Text: Proverbs 14: 34. 



182 APPENDIX B 

III. THE EXILE AND RETURN OF THE PEOPLE OF JUDAH 

40. The Fiery Furnace. 

Teaching Material: Daniel 3: 1-30. 
Pupils' Reading: Daniel 3: 1-30. 
Memory Texts: Psalm 95: 1-3. 

41. Belshazzar's Feast. 

Teaching Material: Daniel 5: 1-30. 

Pupils' Reading: Daniel 5: 1-30. 

Memory Texts: Psalm 95: 4, 5. Review verses 1-3. 

42. Daniel Delivered from the Lions' Den. 

Teaching Material: Daniel 6: 1-28. 

Pupils' Reading: Daniel 6: 1-28. 

Memory Texts: Psalm 95: 6, 7. Review verses 1-5. 

43. The Return from the Exile. 

Teaching Material: Ezra 1: 1-11; Isaiah 40: 1-11; Psalm 126: 1-6. 
Pupils' Reading: Ezra 1: 1-11. 
Memory Text: Psalm 126: 3. 

44. Rebuilding the Temple. 

Teaching Material: Haggai 1: 1 to 2: 9; Ezra 5: 1, 2; 6: 14-16. 
Pupils' Reading: Haggai 1: 1 to 2:9. 
Memory Texts: Psalm 100: 1, 2. 

45. Nehemiah Visits Jerusalem. 

Teaching Material: Nehemiah 1: 1 to 2: 16. 

Pupils' Reading: Nehemiah 1: 1 to 2: 16. 

Memory Texts: Psalm 100: 3. Review verses 1,2. 

46. Nehemiah Builds the Wall. 

Teaching Material: Nehemiah 2: 17 to 4: 23; 6: 15, 16; 12: 43. 
Pupils' Reading: Nehemiah 4: 1-23; 6: 15, 16; 12: 43. 
Memory Texts: Psalm 100: 4. Review verses 1-3. 

47. Ezra Teaches the Law. 

Teaching Material: Nehemiah 8: 1-18; Psalm 119: 97-104; 19: 7-14. 

Pupils' Reading: Nehemiah 8: 1-18. 

Memory Texts: Psalm 100: 5. Review verses 1-4. 

48. Review. 



IV. INTRODUCTION TO NEW TESTAMENT TIMES 

49. The Jewish Martyrs. 

Teaching Material: Hebrews 11: 1-22; 1 Maccabees 1: 1 to 2: 17. 
Pupils' Reading: Hebrews 11: 1-10, 17-20, 22. 
Memory Text: Hebrews 12: 1. 

50. The Courage of Judas Maccabaeus. 

Teaching Material: Hebrews n: 23-38; John 10: 22, 23; 1 Maccabees 3: 1 to 

4: 61. 
Pupil's Reading: Hebrews 11: 23-27, 29, 30, 32-38. 
Memory Texts: Hebrews 12: 2. Review verse 1. 

51. The Land Where Jesus Lived. 

Teaching Material: Luke 3: 1, 2; Deuteronomy 11: 10-12. 

Pupils' Reading: Genesis 17: 8; 26: 1-5; Deuteronomy 8: 7-10; n: 9-12; 

Micah 5: 2; Matthew 2: 19-23; Hebrews 11: 8-10. 
Memory Text: Genesis 26: 4. 

52. The Temple of Herod. 

Teaching Material: John 2: 13-21. 

Pupils' Reading: Psalm 65: 4; Isaiah 2: 3; 56: 6, 7; John 2: 13-21. 

Memory Text: Isaiah 56: 7 (last clause). 



APPENDIX B 183 



FOURTH YEAR IN DETAIL 
(Grade 7) 

AIM 
To present Jesus as our example and Saviour; to lead the pupil to appreciate 
his opportunities for service, and to give him a vision of what it means to be a 
Christian. 

I. THE GOSPEL ACCORDING TO MARK 

1. How the Ministry of Jesus Began. 

Lesson Passage: Mark 1: 1-20. 
Memory Text: Isaiah 40: 3. 

2. Jesus at Work in Capernaum. 

Lesson Passage: Mark 1: 21-45. 
Memory Text: Isaiah 9: 2. 

3. The Authority of Jesus Questioned. 

Lesson Passage: Mark 2: 1-22. 
Memory Text: Mark 2: 17. 

4. How to Keep the Lord's Day. 

Lesson Passage: Mark 2: 23 to 3: 6. . 
Memory Texts: Mark 2: 27, 28. 

5. Jesus Chooses the Twelve Apostles. 

Lesson Passage: Mark 3: 7~35- 
Memory Text: John 15: 16a. 

6. Teaching by the Sea of Galilee. 

Lesson Passage: Mark 4: 1-34- 
Memory Text: Psalm 119: 130. 

7. Restoring the Demoniac. 

Lesson Passage: Mark 4: 35 to 5: 20. 
Memory Text: Mark 5: 19. 

8. Jairus' Daughter Brought to Life. 

Lesson Passage: Mark 5: 21-43. 
Memory Text: Mark 5: 36. 

9. A Hero Who Faced a Tyrant. 

Lesson Passage: Mark 6: 1-29. 
Memory Text: Revelation 3:12. 

10. Feeding the Five Thousand. 

Lesson Passage: Mark 6: 30-56. 
Memory Text: John 6: 35. 

11. Jesus Rebukes the Hypocrisy of the Pharisees. 

Lesson Passage: Mark 7: 1-23. 
Memory Text: Micah 6: 8. 

12. Review. 

13. Visit to Tyre and Sidon. 

Lesson Passage: Mark 7: 24-37. 
Memory Text: Mark 7: 37. 

14. On the Way to Caesarea Philippi. 

Lesson Passage: Mark 8: 1 to 9: 1. 
Memory Text: Luke 9: 23. 

15. The Transfiguration. 

Lesson Passage: Mark 9: 2-29. 
Memory Text: John 1: 14. 

16. Humility and Ambition. 

Lesson Passage: Mark 9: 30 to 10: 12, 35-52, 
Memory Text: Mark 10: 45. 

17. The Rich Young Man. 

Lesson Passage: Mark 10: 13-34. 
Memory Texts: Matthew 6: 20, 21. 

18. The Triumphal Entry into Jerusalem. 

Lesson Passage: Mark 11: 1-25. 
Memory Text: Mark 11:9. 



1 84 



APPENDIX B 



19. The Tuesday Before the Crucifixion. 

Lesson Passage: Mark 11: 27 to 12: 44. 
Memory Texts: Mark 12: 29-31. 

20. Teachings About the Future. 

Lesson Passage: Mark 13: 1-37. 
Memory Text: Mark 13: 33. 

21. The Last Supper. 

Lesson Passage: Mark 14: 1-3 1. 
Memory Text: 1 Corinthians 11: 26. 

22. The Betrayal and Night Trial. 

Lesson Passage: Mark 14: 32-72. 
Memory Texts: 1 Peter 2: 21-23. 

23. The Crucifixion and Burial. 

Lesson Passage: Mark 15: 1-47. 

Memory Texts: 1 Peter 2: 24; review 1 Peter 2: 21-23. 

24. The Resurrection Day. 

Lesson Passage: Mark 16: 1-8 (also 9-14). 
Memory Texts: 1 Corinthians 15: 55-57. 

25. Appearances of the Risen Lord. 

Lesson Passage: Mark 16: 14-20. 

Memory Texts: 1 Corinthians 15: 58; review 1 Corinthians 15: 55-57. 

26. Review. 

n. STUDIES IN THE ACTS 

27. The Apostles in Jerusalem. 

Teaching Material: Acts 1: 1-26. 
Memory Text: Acts 1:8. 

28. Power Through the Holy Spirit. 

Teaching Material: Acts 2: 1-47. 
Memory Texts: Acts 2: 41, 42. 

29. Foes Within and Without the Church. 

Teaching Material: Acts 5: 1-42. 
Memory Text: Matthew 6: 24. 

30. The Martyrdom of Stephen. 

Teaching Material: Acts 6: 1 to 8: ia. 
Memory Texts: Acts 7: 59, 60. 

31. Philip, the First Christian Missionary. 

Teaching Material: Acts 8: ib-40; 21: 8, 9. 
Memory Texts: Romans 10: 14, 15. 

32. Conversion of Paul. 

Teaching Material: Acts 9: 1-31. 
Memory Texts: Acts 9: 15, 16. 

33. Peter's Visit to Cornelius. 

Teaching Material: Acts 10: 1-48. 
Memory Text: Acts 10: 35. 

34. The Release of James and Peter. 

Teaching Material: Acts 12: 1-24. 
Memory Text: Psalm 91: 14. 

35. How Paul Became a Missionary. 

Teaching Material: Acts 11: 19-26; 13: 1-3; 14: 1-28. 
Memory Texts: Acts 26: 19b, 20. 

36. Paul Arrested in Jerusalem. 

Teaching Material: Acts 21: 15 to 23: 35. 
Memory Text: Matthew 5: 10. 

37. Paul Shipwrecked. 

Teaching Material: Acts 25: 1-4, 7-11; 27: 1-44; 2 Corinthians 11: 22-33. 
Memory Text: Romans 8: 28. 

38. Paul at Rome. 

Teaching Material: Acts 28: 1-30. 
Memory Texts: 2 Timothy 4: 7, 8. 

39. Review. 

Teacher's Theme: Acts 1: 8. 



APPENDIX B 185 

IH. LATER MISSIONARY STORIES 

40. The Formation of the First Bible Society: Mary Jones and Her Bible. 

Biblical Material: Psalms 19: 1-14; 23: 1-6; 119: 1-16, 101-106; Isaiah 55: 

io, 11; John 8: 31, 32. 
Memory Texts: Psalm 19: 9, 10. 

41. The Converting Power of the Gospel: Robert Moffat and Afrikaner. 

Biblical Material: Psalm 37: 5; Isaiah 1: 18; 45: 22; Ezekiel 36: 25-27; 

Luke 4: 16-21; Romans 6: 22, 23; 10: 9-13; 1 John 1: 9. 
Memory Text: Luke 4: 18. 

42. The Supremacy of the Lord: Kapiolani Defies the Fire Goddess Pele. 

Biblical Material: 1 Kings 18: 20-39; Psalms 46: 1-3; 95: 1-7; 121: 1-8; 

139: 1-4, 7-12, 23, 24; Isaiah 9: 2; 40: 12, 21-26. 
Memory Texts: Review 1 Kings 18: 21, and Psalm 95: 1-7, omitting last 

clause. 

43. A Messenger of Peace: John Williams and His Good Ship. 

Biblical Material: Isaiah 44: 14-19; 52: 7; Matthew 5: 9; Luke 1: 77~79; 

John 3: 16; Acts 13: 1-5; Colossians 3: 12-15; 1 Timothy 1: 15; 1 John 

4: 19-21; 5: i-5- 
Memory Text: Isaiah 52: 7. 

44. The Ministry of Teaching: Alexander Duff's First School in India. 

Biblical Material: 2 Chronicles 17: 9; Proverbs 1: 2-5; Xehemiah 8:8; Mat- 
thew 5: 1-16; 28: 18-20; 1 Corinthians 12: 4-11; Ephesians 4: 11, 12. 
Memory Texts: Ephesians 4: 11, 12. 

45. The Ministry of Healing: Peter Parker "Opening China at the Point of the 

Lancet." 
Biblical Material: Numbers 6: 24-26; Psalms 121 and 124; Isaiah 41: 10; 

Matthew 4: 23, 24; 15: 29-31; 25: 40; 28: 19, 20; Luke 10: 25-37; Acts 

3: 1-10; 8: 4-8; 9: 32-35-- 
Memory Text: Matthew 4: 23. 

46. The Power of the Word of God : Murata and the Bible in Japan. 

Biblical Material: Psalm 119: 9-11; Isaiah 40: 8; 55: 10. 11; Mark 4: 1-20; 

Ephesians 6: 10-17; Colossians 3: 16, 17; Hebrews 4: 12. 
Memory Text: Hebrews 4: 12. 

47. Saving a Race: Sheldon Jackson and the Reindeer in Alaska. 

Biblical Material: Psalms 67: 1-7; 145: 9; Proverbs 27: 23-27; Luke 6: 36; 

10: 25-37; Acts 26: 18; 1 Thessalonians 4: iob-12; 1 John 3: 16-18. 
Memory Texts: Psalm 145: 9; Luke 6: 36. 

IV. OUR BIBLE, AND HOW IT CAME TO US 

48. The Old Testament and Its Books. 

Biblical Material: Leviticus 19: 18; Deuteronomy 6: 4, 5; 10: 12, 13; 30: 
11-14; 33: 27a; Psalms 19: 1-14; 5i: 1-10; 90: 1, 2; 91: 1-6; 139: 7-12, 
23, 24; Isaiah 1: 18; 26: 3; 55: 7; Ezekiel 36: 26, 27. 

Memory Text: 2 Peter 1: 21. 

49. The New Testament and Its Books. 

Biblical Material: Matthew 5: 1-12; 7: 12, 24-27; 13: 1-8, 18-23; Luke 
6: 31; John 3: 16; 14: 1-3; 1 Corinthians 13: 1-13; James 1: 22; Revela- 
tion 21: 10-12, 21-27; 22: 1-5. 

Memory Texts: 2 Timothy 3: 14, 15. 

50. The Story of the New Testament Manuscripts. 

Biblical Material: Matthew 5: 17-20, 33-37, 43-48; 6: 1-15, 19-21; 7: 1-5; 

John 13: 34, 35- 
Memory Texts: 2 Timothy 3: 16, 17. 
Si. The Story of the English Bible. 

Biblical Material: Psalm 119: 9-16, 33-36, 89-91, 105-112, 129-133, 152, 

160; Matthew 5: 18; Hebrews 1: 1, 2. 
Memory Texts: 2 Peter 1: 19, 20. 
52. The Bible in Mission Lands. 

Biblical Material: Isaiah 45: 20-23; 59: 7, 8; 6: 8; Psalm 119: 1, 2; Mat- 
thew 28: 18-20; 2 Corinthians 5: 17. 
Memory Text: Psalm 98: 2. 



APPENDIX C 
JUNIOR GRADED LESSON EQUIPMENT 

Junior Teacher's Text Book, First Year 

In four parts. Each part contains a foreword, 
suggestions for teaching both the correlated lesson 
and the regular lesson, a copy of the department pro- 
gram, a list of books and the outline of the lessons for 
the year. These lessons are for use with children 
approximately nine years old. Price, 25 cents a part. 

Junior Teacher's Text Book, Second Year 

The fifty-two lessons of this year are intended for 
children about ten years of age, the grade correspond- 
ing in general to grade five in the day school. Among 
the lessons of this year are seven modern missionary 
incidents. In Part IV a Promotion Exercise is given. 
Issued in four parts, 25 cents a part. 

Junior Teacher's Text Book, Third Year 

The lessons in these books have been prepared w T ith 
eleven-year-old children in mind and contain the help- 
ful features of the other two years with the addition 
of more material in the correlated lessons and greater 
emphasis upon the geography of the Holy Land and in 

the Appendix a list of stereographs. In Part III a 

186 



APPENDIX C 187 

course of Temperance Lessons is given. Parts I to 
IV, 25 cents a part. 

Junior Teacher's Text Book, Fourth Year 

The fifty-two lessons for this year form a fitting 
climax to the junior course. The forewords are 
especially full and will help the teachers to appreciate 
the importance of this critical year in the life of their 
pupils. In the missionary lessons and the lessons on 
Our Bible and How it Came to Us a great deal of 
valuable matter is given. Four parts, 25 cents a part. 

Pupil's Book for Work and Study, First Year 

This book is issued in four parts, each part having 
with it a picture sheet for the illustration of the les- 
sons. There are spaces for writing, extra hymns for 
memorization, and with Part IV suggestions are given 
for illustrating the Scripture found in Matthew 6:25- 
33 and the hymn, Long Ago the Lilies Faded. Price 
8y 2 cents a book. 

Pupil's Book for Work and Study, Second Year 

These books have in their picture sheets a larger 
number of pictures, maps, facsimilies, etc., than are 
found in the first year, and in Part IV a full set of 
pictures is given for the illustration of the hymn From 
Greenland's Icy Mountains. Price 8 J / 2 cents a book. 

Pupil's Book for Work and Study, Third Year 
In this year the plan for the pupil's work is changed. 



1 88 APPENDIX C 

Instead of writing in spaces left on the printed page, 
blank pages for a note book are bound in the middle 
of the work book. The hymn given for illustration 
in Part IV is The Spacious Firmament On High. 
Price Sy 2 cents a book. 

Pupil's Book for Work and Study, Fourth Year 

The note book plan started in the third year is 
followed in the fourth. The picture sheets with these 
books contain a large number of pictures, maps, dia- 
grams, facsimiles, title pages, etc. Pictures are given 
for the illustration of three hymns and the Apostles' 
Creed one in each part. Price 8y 2 cents a book. 

Junior Department Programs 

There are sixteen of these programs, numbers o to 
15, one for each quarter of the four years. The 
hymns and Scripture used in them for the service of 
worship have been chosen to meet the needs and appeal 
to the interests of the children. Each program fits 
closely into the lessons, for some one of the grades, 
but is equally helpful for the other grades. Price 15 
cents per dozen, $1 a hundred. 

Record of Credits 

This book will enable a class teacher and the super- 
intendent of the department to know just how each 
pupil stands in relation to his work. It is a loose-leaf 
book, each leaf carrying the recond of a pupil for a 
year. It is arranged to begin in October. Price of 



APPENDIX C 189 

cover with rings, 23 cents. 25 leaves for names and 
record, 12 cents; per 100, 42 cents. 

Junior Recorder and Birthday Book 

This record contains leaves with the names of the 
month in which to register members of the department 
according to birthdays. There are also leaves on 
which may be given information concerning date of 
enrollment, when baptized, parents' names, when the 
pupil joined the church, etc., with spaces for recording 
when he left and why. On the other side of the sheet 
there is space for notes of calls made in the home. 
Covers with alphabetical roll and rings, each 20 cents 
postpaid. Leaves for names and records, per hundred, 
20 cents postpaid. When ordering specify the junior 
as there are similar books for the other departments. 

The Rainbow Book-Mark 

This book-mark is made of nine ribbons in the rain- 
bow colors and is a great help to the children in learn- 
ing the divisions of the books of the Bible, each ribbon 
marking a division. The book-marks are twelve inches 
long. Price 25 cents each; $2.50 a dozen. 

The Junior Badge 

This badge is sterling silver enameled in the junior 
colors, blue and white. It represents an open Bible 
with the words, "Hear, Do" upon it. These words are 
intended to suggest the junior motto, "Be ye doers of 
the word and not hearers only." Price 25 cents. 



i 9 o APPENDIX C 

The Graded Edition of the Sunday School Journal 

In this Journal there is a junior department in 
which the junior teachers and superintendents will find 
helpful discussions and suggestions. Price 60 cents 
a year, 5 cents a copy. 

The Junior Certificates of Promotion 

For promotion from grade to grade in the junior 
department three certificates have been prepared. The 
one for the children who have done the work of the 
first grade and are entitled to promotion to the second 
grade is in silver and blue and has the junior badge 
in the design. For those promoted from the second 
to the third grade the card has a design of blue bells. 
For promotion from the third grade to the fourth 
grade the design is one of ragged sailors on a silver 
background. These are all postal card size and should 
be used in every department, as they are a great help 
in arousing ambition and stimulating the pupils to 
work. On each of these cards place is given for credit- 
ing the child with whatever honors he has earned 
during the year. Prices sent upon application. In 
ordering be sure to give the number wanted for each 
year. 

The Junior Diploma 

For children graduating from the junior department 
into the intermediate, an attractive diploma has been 
prepared on which not only the fact of promotion is 



APPENDIX C 191 

noted, but the honors that have been earned during 
the course. Prices given upon application to the pub- 
lishers. 

Junior Birthday Cards 

One of the best ways in which the junior teacher 
and superintendent may show an ever present interest 
in the children is through the recognition of their 
birthdays. Attractive birthday cards have been pre- 
pared for each of the four junior years. For the first 
year the card is the same for the boys and girls. For 
children in the second, third, and fourth years two 
cards have been prepared for each year, one for boys 
and one for girls. In ordering do not fail to state the 
ages of the children for whom the cards are desired, 
and also whether they are boys or girls. Prices given 
on application. 



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LIBRARY OF CONGRESS 



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